Learning social studies curriculum can present challenges for English-language learners (ELLs). The language used to present concepts is often decontextualized and abstract, making it difficult for these students to understand the content and have successful learning experiences. In this article, the authors describe strategies elementary teachers can use to make social studies content more comprehensible to ELLs and engage them to become active participants in their learning. They discuss three strategies in-depth and explain particular teaching techniques, such as the use of graphic organizers. Teaching vignettes illustrate ways these strategies can be implemented in the classroom to help ELLs be successful in acquiring social studies knowledge and inquiry skills while developing critical English language arts proficiencies.

This study employed interviews with 10 bilingual Latino preservice teachers to explore their experiences with schooling and their observations while student teaching in suburban and urban schools. Findings reveal that participants' life experiences and unique responses to cultural conflicts influenced their ability to relate to Latino students and parents and their desires to teach in Latino communities. However, participants demonstrated minimal recognition of forces that contribute to inequity, and none expressed the need to challenge traditional practices. This study supports the need for professional development programs for teachers of color to incorporate ongoing critical reflection of life experiences to promote political consciousness.

No abstract