Accomodating
English Language Learners
in the Social Studies Content Area
Modifications of the Social Studies curriculum should be based
on the proficiency level of the English language learner as
indicated by the stages of proficiency outlined by the Pennsylvania
Department of Education. Teachers should use these descriptors
to align teaching and learning strategies with students’ English
language proficiency and their educational experiences. The
descriptors should also be used to help determine learning
expectations and assessment and evaluation strategies.
Objectives
of lessons should include:
*
Acquiring knowledge
of the basic concepts in the subject area.
*
Development of inquiry
and design skills.
*
Relating social
studies and technology to self, school, and outside world.
*
Development of English language
skills.
Instructional
strategies:
*
Activate prior
knowledge: Think-pair-share; K-W-L - Make daily links
between lessons.
*
Provide extra
time for processing.
*
Implement
a multicultural curriculum.
*
Provide students with an
outline of the unit before starting instruction, reading,
and discussion.
Provide hard copies of
overhead materials, notes, handouts, etc
Introduce key vocabulary
as needed for the unit.
Provide numerous and varied
visual supports (e.g. pictures, graphs, maps, charts)
to communicate and clarify information and concepts.
Formulate concrete questions
when researching the topic.
Encourage careful, thoughtful
reading of short selections in which one main idea
is presented.
Encourage students to underline
or highlight key words or important facts in
text.
Teach learning strategies
to help all students learn: Notes, graphic organizers,
mnemonic devices, etc.
Pair or triangle reading
and study.
Practice cause and effect
relationships by providing language and visual clues.
Research using encyclopedia,
internet, dictionary, glossary, index, etc.
Contrast interrogative,
negative, and affirmative statements drawn from the
lesson.
Maintain a culturally
sensitive and supportive environment.
Use bilingual dictionaries,
glossaries, and word lists.
Model instructions and
examples.
Providing
activities (practice) for the English language learner:
*
Encourage collaborative
group work.
*
Encourage
discussion of new ideas and divergent thinking.
*
Discuss special
days from different cultures in the social studies
context.
*
Use parents and others
from ethnic communities as guest speakers.
Have students listen to
a tape recording of a lesson (repetition), or a tape
of directions for an assignment.
Extend time for projects,
assignments, and assessments.
Use a word bank.
Have students complete
charts and diagrams, identify similarities/differences,
and investigate solutions to problems.
Have students use key vocabulary
and simple sentence structures to communicate ideas,
procedures, and results – orally and in writing.
Allow the students to
make choices in tasks (not all reading and writing).
Give opportunities to revise,
rethink.
Give real-world opportunities
(or simulations) to apply new knowledge.
