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

SIOPTeacher training

HOW TO MEET THE CHALLENGE

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

LANGUAGE LEARNING STRATEGIES

• Make input more comprehensible

• Have high expectations

• Encourage interaction between EL and non-EL students

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.

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.

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.