Supporting English learners in secondary social studies classrooms through collaboration

Abstract

Purpose

The number of English learners (ELs) has increased dramatically in the public schools across the nation. In 2000, 3.8 m students, or approximately 8% of the US public school student population, were identified as ELs. In 2016, the number reached 4.9 m or 9.6% of the general student population. In some states, the rise in the EL population has been even more pronounced. Their increased presence in content classes poses opportunities as well as great challenges for teachers. As these learners are learning fundamental language skills, they are also responsible for learning content and skills associated with various disciplines. In social studies, it includes developing a foundational understanding of US history, geography and government, while also developing the ability to comprehend, analyze and evaluate complex informational texts, which include contextualized language, low-incidence concepts and discrete facts.

Design/methodology/approach

One way schools are adapting practice for ELs is through collaboration between general education and EL resource teachers. This article reports findings from interviews with a high school social studies teacher and an English as a second language (ESL) colleague.

Findings

The collaboration between these two teachers illustrated how specific strategies thoughtfully designed, yet sensibly implemented, can help teachers feel effective and empowered in their social studies classes. Their story also highlighted ways they have worked together in spite of the system confines.

Originality/value

Together, the authors hope their experiences inform teachers, teacher educators and school leaders about the importance of adapting practices for ELs in social studies and the power of collaboration to make those efforts successful.

Citation

Pellegrino, A. and Brown, C.L. (2020), "Supporting English learners in secondary social studies classrooms through collaboration", Social Studies Research and Practice, Vol. 15 No. 2, pp. 247-260. https://doi.org/10.1108/SSRP-04-2020-0017