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P R O M O T I N G S H E LT E R E D I N S T R U C T I O N
SUPPORTING SOCIAL STUDIES
LITERACY FOR ENGLISH
LEARNERS
The fastest growing part
consist of English learners
MAJORITY-
MINORITY
SCHOOLS
Learning
community
Language
learning
strategies
SIOP
Teacher
training
HOW TO MEET THE CHALLENGE
LEARNING COMMUNITIES
• Cultural Barriers go both ways
• Accept the use of home language and culture
• Use English, but rem...
LANGUAGE LEARNING STRATEGIES
• Make input more comprehensible
• Have high expectations
• Encourage interaction between EL ...
TEACHER TRAINING
• only 26% of content teachers of ELs have
had relevant professional development
• Teachers in content ar...
REFERENCES
Cruz, B. a. (2009). Social Studies for English Language Learners:
Teaching Social Studies that Matters. Social ...
REFERENCES
Short, D. (2013). Training and Sustaining Effective Teachers of
Sheltered Instructions. Theory into Practice, 1...
Supporting social studies literacy for english learners
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Supporting social studies literacy for english learners

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Supporting Social Studies Literacy for English Learners

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Supporting social studies literacy for english learners

  1. 1. P R O M O T I N G S H E LT E R E D I N S T R U C T I O N SUPPORTING SOCIAL STUDIES LITERACY FOR ENGLISH LEARNERS
  2. 2. The fastest growing part consist of English learners MAJORITY- MINORITY SCHOOLS
  3. 3. Learning community Language learning strategies SIOP Teacher training HOW TO MEET THE CHALLENGE
  4. 4. LEARNING COMMUNITIES • Cultural Barriers go both ways • Accept the use of home language and culture • Use English, but remove it as a barrier to learning
  5. 5. LANGUAGE LEARNING STRATEGIES • Make input more comprehensible • Have high expectations • Encourage interaction between EL and non- EL students
  6. 6. TEACHER TRAINING • only 26% of content teachers of ELs have had relevant professional development • Teachers in content areas who have English learners in their classes need to be trained in sheltered instruction methods. • The training teachers receive needs to be rigorous, research-based, and long-term.
  7. 7. REFERENCES Cruz, B. a. (2009). Social Studies for English Language Learners: Teaching Social Studies that Matters. Social Education, 271-274. DelliCarpini, M. (2008). Working with English Language Learners: Looking Back, Moving Forward. English Journal, 98-101. Krogstand, J. a. (2014, August 18). Dept. of Ed. projects public schools will be ‘majority-minority’ this fall. Retrieved from Fact-Tank: News in the Numbers : http://www.pewresearch.org/fact-tank/2014/08/18/u-s- public-schools-expected-to-be-majority-minority-starting-this-fall/ Nilufer, G. (2013). Assessing ELL Students in the Mainstream Classroom: A New Dilemma for Teachers. English Journal, 126-129.
  8. 8. REFERENCES Short, D. (2013). Training and Sustaining Effective Teachers of Sheltered Instructions. Theory into Practice, 118-127. Szpara, M. a. (2007). Supporting English-Language Learners in Social Studies Class: Results from a Study of High School Teachers. The Social Studies, 189-195. Vacca, R. V. (2010). Content Area Reading: Literacy and Learning Across the Curriculum (10th ed.). Boston: Pearson.

Supporting Social Studies Literacy for English Learners

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