Examining Three Narratives of U.S. History in the Historical Perspectives of Middle School (Emergent) Bilingual Students

Abstract

This study examined the historical perspectives of eleven emergent bilingual and bilingual students at two middle schools. Data analysis revealed that the participants’ perspectives on U.S. history reflected three schematic narrative templates focused on nation-building, equality, and discrimination. The participants primarily employed the (in)equality narratives when discussing aspects of U.S. history directly linked to their identities. The findings add to the extant research on student historical perspectives and use of schematic narrative templates. The findings further suggest that engaging (emergent) bilingual students in examining multiple perspectives and conducting critical history inquiry can contribute to notions of culturally and linguistically responsive social studies instruction.

“Part of Being a Citizen is to Engage and Disagree”: Operationalizing Culturally and Linguistically Relevant Citizenship Education with Late Arrival Emergent Bilingual Youth

“…Research with EB youth in social studies classrooms has grown over the past decade and much of the work has focused on classroom-based strategies that draw on students’ culture and linguistic backgrounds and experiences (Jaffee, 2016b; Choi, 2013; Dong, 2017; Deroo, 2019; Salinas, 2006; Yoder, 2020). For example, Fránquiz and Salinas (2011) suggest developing historical thinking skills by making social studies content relevant through challenging dominant narratives in a U.S. History class with late arrival newcomer students.…”

“…Yoder's (2020) study also offers suggestions for what we might consider regarding teaching U.S. History with EB youth by exploring middle school students’ understandings and perspectives of U.S. History. Yoder argues that social studies teachers of EB youth should focus on “problematizing narratives in history instruction and providing opportunities to share their own perspectives” (p. 9).…”