Teaching social studies to English language learners:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Routledge
2009
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Teaching English language learners across the curriculum
|
| Schlagworte: | |
| Online-Zugang: | Table of contents only Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. [215]-223) and index |
| Beschreibung: | XVI, 226 S. Ill., graph. Darst., Kt. 26 cm |
| ISBN: | 0415957605 0415957613 9780415957601 9780415957618 |
Internformat
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| 245 | 1 | 0 | |a Teaching social studies to English language learners |c Bárbara C. Cruz and Stephen J. Thornton |
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| 264 | 1 | |a New York [u.a.] |b Routledge |c 2009 | |
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| 650 | 4 | |a Sozialwissenschaften | |
| 650 | 4 | |a Social sciences |x Study and teaching |z United States | |
| 650 | 4 | |a English language |x Study and teaching |x Foreign speakers | |
| 650 | 4 | |a Curriculum planning |z United States | |
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Datensatz im Suchindex
| _version_ | 1804140716518014976 |
|---|---|
| adam_text | List of Figures...................................................................xi
List of Tables...................................................................xiii
Series Introduction..............................................................xv
Acknowledgements.............................................................xvii
Introduction.....................................................................1
PART 1 —Your English Language Learner TonyErben.....................................5
1.1 — Orientation................................................................7
1.2 — The Process of English Language Learning and What to Expect.......................9
Principle 1: Give ELLs Many Opportunities to Read, to Write, to Listen to, and
to Discuss Oral and Written English Texts Expressed in a Variety of Ways.................10
Principle 2: Draw Attention to Patterns of English Language Structure....................11
Principle 3: Give ELLs Classroom Time to Use their English Productively..................12
Principle 4: Give ELLs Opportunities to Notice their Errors and to Correct their English.....12
Principle 5: Construct Activities that Maximize Opportunities for ELLs to
Interact with Others in English......................................................14
1.3 — Deciding on the Best ESOL Program...........................................17
viii Contents
1.4 — Teaching for English Language Development.....................................22
1.5 — Not All ELLs are the Same...................................................26
Stages of Cultural Adjustment.......................................................28
Cultural Practices at School.........................................................29
1.6 — Culturally Responsive Pedagogy..............................................31
1.7 — Not All Parents are the Same: Home-School Communication........................34
Ideas: On Fostering Access..........................................................35
Ideas: On Fostering Approachability..................................................35
Ideas: On Achieving Good Follow-Through...........................................36
1.8 — English Language Learners with Special Needs..................................37
PART 2 — Principles of Social Studies Teaching and Learning.............................41
2.1 — Principles of Social Studies Teaching and Learning................................43
Elements of an Instructional Program................................................43
2.2 — How Instruction Unfolds.....................................................46
2.3 — Social Studies-Focused ESOL Research.........................................48
Classroom Environment............................................................48
Pedagogical Orientation and Practice.................................................49
Culturally Sensitive Pedagogy.......................................................49
General Approaches................................................................49
Language Use.....................................................................50
Sheltered Instruction...............................................................51
Individualized Instruction..........................................................51
Discussion and Questioning.........................................................52
Discovery and Exploration..........................................................53
Cooperative Learning Skills......................................................54
2.4 — Enacting the Social Studies Curriculum.........................................55
The Textbook.....................................................................55
Graphic Organizers................................................................56
Role Playing and Simulations........................................................57
Visual Resources...................................................................58
Gifted ELL Students................................................................58
Assessment.......................................................................59
Conclusion.......................................................................61
PART 3 — Teaching Social Studies..................................................63
3.1 — Introduction..............................................................65
Contents ix
3.2 — Geography...............................................................70
Kinesthetic Learning and Stratified Questioning: The Concept of Scale (Levels 1, 2, 3, 4)... 72
Kinesthetic Learning and Visual Aids: Africa: Physical Geography and Population
Distribution (Levels 3 4).......................................................... 74
K-W-L-H, Visual Aids, Guided Imagery, and Stratified Questioning: Women s Work
in Southern India (Levels 2, 3, 4)................................................... 76
Problem Solving, Visual Aids, and Stratified Questioning: Adaptation of
the Environment: The Case of Switzerland (Levels 1, 2, 3, 4)........................... 80
Selected Internet Sites for Teaching Geography......................................... 82
3.3 — United States History.......................................................83
Visual Aids, Stratified Questioning: Lewis and Clark Expedition (Levels 1, 2, 3, 4)........85
Visual Aids, Cartography, and Critical Thinking: Lewis and Clark Activity 2:
Cartography (Levels 3 4)..........................................................86
Dioramas, Kinesthetic Learning, and Cooperative Learning: Lewis and Clark Extension
Activity: Creating a Diorama (Levels 1, 2, 3, 4).......................................88
Cooperative Learning, Peer Teaching, and Primary Documents: Lewis and
Clark Activity 3: Primary Documents using Cooperative Learning (Levels 3 4)...........88
Modified Text, Visual Aids, Picture Books, Stratified Questioning, and Music:
Women in WWII (Levels 1,2, 3, 4).................................................90
Eisenhowers Military-Industrial Complex Speech, 1961: Simplifying Text and
Role-Playing (Levels 3 4).........................................................100
Selected Resources for Teaching U.S. History.........................................103
3.4 —World History............................................................106
Culturally Sensitive Pedagogy, Visual Aids, Stratified Questioning, and Research
Skills: World Origins of Our Class (Levels 1,2, 3, 4).................................108
Realia, Word Wall, and Visual Aids: The Renaissance (Levels 1, 2, 3, 4).................110
Visual Aids and Primary Source Documents: Cultural Encounter and Exploration
(Levels 3 4)....................................................................116
Visual Aids, Stratified Questioning, and Guided Discussion: The Industrial Revolution:
The Cases of Great Britain and Japan (Levels 1,2,3, 4)...............................119
Visual Aids, Role Playing, Guided Reading, and Stratified Questioning: Japanese
Americans During WWII (Levels 1, 2, 3, 4).........................................127
Role Playing and Cooperative Learning: Factory Life in the Twentieth Century
(Levels 2, 3, 4)..................................................................132
Selected Resources for Teaching World History.......................................135
3.5 — Government and Civics.....................................................137
Peer Teaching and Visual Aids: Political Cartoons (Levels 2, 3, 4)......................138
Teaching with Primary Sources (Levels 2, 3, 4)......................................140
Using Bilingual Dictionaries and Graphic Organizers: Voting Rights (Levels 3 4)........141
Language Development through Simplifying Complex Text and Using Visual Aids:
Women s Suffrage (Levels 3 4)....................................................144
Cooperative Learning, Computer Technology, and Alternative Assessments:
Political Bumper Stickers (Levels 1,2, 3, 4).........................................148
Visual Aids and Graphic Organizers: Executive Powers (Levels 1,2, 3, 4)...............149
Selected Resources for Teaching Government and Civics..............................153
x Contents
3.6 — Economics..............................................................154
Graphic Organizers and Role-Playing: Haifa Loaf is Better than None :
International Trade and Development (Levels 3 4)...................................155
Visual Aids, Realia, Total Physical Response, and Stratified Questioning Strategy:
Goods and Services (Levels 1, 2, 3, 4)..............................................159
Visual Aids and Cooperative Learning: The Economic Concept of
Scarcity (Levels 2, 3, 4)..........................................................161
Cooperative Learning: Setting Priorities and Making Choices: A Lesson in
Personal Budgeting (Levels 3 4)...................................................162
Graphic Organizers and Cooperative Learning: Consumer Credit
and Debt (Levels 2, 3, 4).........................................................164
Visual Aids and Stratified Questioning Strategy:
Advertising (Levels 1, 2, 3, 4).....................................................165
Selected Internet Sites for Teaching Economics........................................166
3.7—Anthropology, Sociology, and Psychology......................................168
Cooperative Learning and Visual Aids: Mental Cartography (Levels 1,2, 3, 4)...........169
Simplifying Complex Language: Cultural Anthropology: Seeing Through Others
Eyes (Levels 3 4)................................................................170
Alternative Assessments: Sociology: Surveys and Opinion Polls (Levels 2, 3, 4)..........171
Visual Aids and Graphic Organizers: Psychology: Identity Formation (Levels 1,2, 3, 4)... 173
Resources for Teaching Sociology, Anthropology, and Psychology.......................175
3.8 — Controversial Issues in the Social Studies Classroom.............................177
Cooperative Learning, Kinesthetic Activities, and Stratified Questioning Strategy:
The Paper Chase (Levels 1, 2, 3, 4).................................................179
Using Technology, Audio-Visual Materials, and Cooperative Learning: Controversial
Issues at Home and Abroad (Levels 2, 3, 4).........................................181
Political Cartoons, Values Clarification, and Role Playing: Immigration: Whom Should
We Allow In? (Levels 1, 2, 3, 4)...................................................183
Kinesthetic Learning and Critical Thinking: Taking a Stand (Levels 2, 3, 4)..............187
Cooperative Learning, Critical Thinking, and Research Skills: The Dead-Red Sea Canal
(Levels 3 4)....................................................................188
Selected Resources for Teaching Controversial Issues..................................190
Resources....................................................................192
Internet Resources for Teachers.....................................................192
Print and Associated Resources for Teachers..........................................197
Resources for Students.............................................................205
Glossary......................................................................211
Notes........................................................................213
References....................................................................215
Index........................................................................225
2.1. Standard format for responding to readings.......................................60
3.1. How big is Africa?...........................................................75
3.2. Map of Switzerland..........................................................80
3.3. The United States, showing extent of European settlement in 1790.....................86
3.4. I m proud... my husband wants me to do my part. ...............................91
3.5. Women in the war—We can t win without them. ..................................92
3.6. The poster of Rosie was created for Westinghouse by J. Howard Miller in 1942..........92
3.7. Women Learn WarWork . ...................................................94
3.8. Long Beach Plant, Douglas Aircraft. ............................................95
3.9. The Parthenon, Athens.......................................................112
3.10. Notre Dame Cathedral, Paris.................................................113
3.11. St. Peter s Basilica, Rome...................................................113
3.12. Portuguese discoveries in Africa, 1340-1498....................................117
3.13. Christ Church and Coal Staith, Leeds, 1829......................................120
3.14. Textile industries, George Spill Co., 1855......................................125
3.15. Japanese internment poster. ................................................127
3.16. Relocation centers map.....................................................130
xii Figures
3.17. The apotheosis of suffrage...................................................147
3.18. Men looking in the window of the National Anti-Suffrage Association
headquarters..................................................................147
3.19. Women s Suffrage Headquarters, Cleveland, Ohio.................................147
3.20. U.S. presidency brainstorm..................................................151
3.21. Caribbean web activity.....................................................156
1.1. Generalized patterns of ESOL development stages..................................10
1.2. Types of ESOL programs in the United States......................................19
1.3. Cummins Quadrants.........................................................24
3.1. Four levels of speech emergence...............................................67
3.2. Lesson plan with ELL modifications.............................................68
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| spelling | Cruz, Bárbara C. Verfasser aut Teaching social studies to English language learners Bárbara C. Cruz and Stephen J. Thornton 1. publ. New York [u.a.] Routledge 2009 XVI, 226 S. Ill., graph. Darst., Kt. 26 cm txt rdacontent n rdamedia nc rdacarrier Teaching English language learners across the curriculum Includes bibliographical references (p. [215]-223) and index Englisch Sozialwissenschaften Social sciences Study and teaching United States English language Study and teaching Foreign speakers Curriculum planning United States Sozialwissenschaften (DE-588)4055916-6 gnd rswk-swf Englischunterricht (DE-588)4014801-4 gnd rswk-swf USA Sozialwissenschaften (DE-588)4055916-6 s Englischunterricht (DE-588)4014801-4 s DE-604 Thornton, Stephen J. Verfasser aut Erscheint auch als Online-Ausgabe 0-203-89434-0 Erscheint auch als Online-Ausgabe 978-0-203-89434-7 http://www.loc.gov/catdir/toc/ecip088/2008001569.html Table of contents only HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018640642&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Cruz, Bárbara C. Thornton, Stephen J. Teaching social studies to English language learners Englisch Sozialwissenschaften Social sciences Study and teaching United States English language Study and teaching Foreign speakers Curriculum planning United States Sozialwissenschaften (DE-588)4055916-6 gnd Englischunterricht (DE-588)4014801-4 gnd |
| subject_GND | (DE-588)4055916-6 (DE-588)4014801-4 |
| title | Teaching social studies to English language learners |
| title_auth | Teaching social studies to English language learners |
| title_exact_search | Teaching social studies to English language learners |
| title_full | Teaching social studies to English language learners Bárbara C. Cruz and Stephen J. Thornton |
| title_fullStr | Teaching social studies to English language learners Bárbara C. Cruz and Stephen J. Thornton |
| title_full_unstemmed | Teaching social studies to English language learners Bárbara C. Cruz and Stephen J. Thornton |
| title_short | Teaching social studies to English language learners |
| title_sort | teaching social studies to english language learners |
| topic | Englisch Sozialwissenschaften Social sciences Study and teaching United States English language Study and teaching Foreign speakers Curriculum planning United States Sozialwissenschaften (DE-588)4055916-6 gnd Englischunterricht (DE-588)4014801-4 gnd |
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