Supporting English-Language Learners in Social Studies Class: Results from a Study of High School Teachers

Szpara, Michelle Y.; Ahmad, Iftikhar

doi:10.3200/tsss.98.5.189-196

Cited by 45 publications

(27 citation statements)

References 2 publications

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“…It is promising to find that ELL students' perceptions of their school relationships were not significantly different than those of non-ELL students', given that previous research has indicated the important role that social support plays in ELL students' school experiences (Doherty and Hilberg, 2007;Fletcher et al, 1999;Gillanders, 2007;Morrison et al, 2003;Szpara and Ahmad, 2007). Indeed, these results suggest that there are certain conditions under which ELL students perceive their classrooms to be positive and supportive learning environments.…”

Section: Discussionmentioning

confidence: 76%

“…Szpara and Ahmad (2007) concluded that social and cultural support is essential to creating classroom environments that promote academic achievement and facilitate the transition from the student's home culture to his or her new classroom. Social and cultural support can be enhanced by instructors learning about students' cultures, family history, and home life, explicitly voicing high expectations for all students, demonstrating a willingness to help students overcome barriers to academic success, and inviting students to add content from their own backgrounds.…”

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confidence: 99%

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English language learners' and non–English language learners' perceptions of the classroom environment

LeClair

Doll

Osborn

et al. 2009

Psychology in the Schools

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This study examines the degree to which English language learners' (ELL) descriptions of classroom supports for learning are similar to or different from the descriptions of non-ELL students. Specifically, the study compared the classroom perceptions of ELL students and general education students using the ClassMaps Survey (CMS), which includes indices of classroom relationships (teacher-student, peer, and home-school) and supports for self-regulation (self-efficacy, self-determination, and self-control). It was hypothesized that the CMS subscale scores would differ for the two student groups. Results indicated that ELL students rated themselves significantly lower in academic efficacy and rated their classmates as more likely to follow class rules compared to the ratings of non-ELL students. Implications for practical application of the results and suggestions for future research are discussed. C 2009 Wiley Periodicals, Inc.English language learners (ELLs) represent a growing segment of students in the United States. In fact, non-English-speaking students are the fastest growing subgroup of students among the public school population, with their numbers increasing by approximately 10% each year (Kindler, 2002;McCardle, Mele-McCarthy, Cutting, Leos, & D'Emilio, 2005). An estimated 5.5 million students attending public school in the United States speak a language other than English as their first language (McCardle et al.).The U.S. Department of Education describes ELL students as those who did not grow up in a primarily English-speaking setting and lack the skills necessary to learn in an English-only environment. In particular, students who qualify for ELL services must have been raised in a setting where English is not the dominant language (National Center for Education Statistics, 2006). To qualify for ELL services, students for whom English is not their first language must demonstrate that they are unable to learn successfully in English-dominant classrooms, due to insufficient Englishlanguage reading, writing, speaking, or listening skills.Unfortunately, many ELL students are not succeeding in U.S. classrooms, despite receiving additional support services. ELL students have lower levels of academic achievement and higher rates of poverty, mobility, and high school noncompletion than students proficient in English (McCardle et al., 2005;

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Section: Discussionmentioning

confidence: 76%

mentioning

confidence: 99%

English language learners' and non–English language learners' perceptions of the classroom environment

LeClair

Doll

Osborn

et al. 2009

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Adaptations mediate cognitive and linguistic difficulties, as well as cultural or linguistic discontinuities, through the use of a variety of instructional scaffolds to reduce frustration, not only for ELLs with LD but for other groups of struggling learners, as well (August et al, 2005;Echevarria & Graves, 2007;Fang, 2006;Freeman & Crawford, 2008;Hart, 2009;Santamaria, Fletcher, & Bos, 2002;Szpara & Ahmad, 2007).…”

Section: Adaptations To Support Learning For All Studentsmentioning

confidence: 98%

Meeting the Needs of English Language Learners With Learning Disabilities in the General Curriculuam

García

Tyler

2010

Theory Into Practice

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“…Although limiting curriculum to literacy and math has negative consequences for all students, ELLs are especially affected since it is through social studies education that students learn geography, civics, history and economics -content which may be unfamiliar or inaccessible because of the lack of background knowledge possessed by ELLs and others who immigrate to the United States (Haynes, 2005;Szpara & Ahmad, 2007). The skills taught in social studies are critical to ELLs' participation as citizens (JimenezSilva & Luevanos, 2007a).…”

Section: Ells In America's Schoolsmentioning

confidence: 99%

Linking geography to reading and English language learners’ achievement in US elementary and middle school classrooms

Hinde

Popp

Jimenez-Silva

et al. 2011

International Research in Geographical and Environmental Educat

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Supporting English-Language Learners in Social Studies Class: Results from a Study of High School Teachers

Cited by 45 publications

References 2 publications

English language learners' and non–English language learners' perceptions of the classroom environment

English language learners' and non–English language learners' perceptions of the classroom environment

Meeting the Needs of English Language Learners With Learning Disabilities in the General Curriculuam

Linking geography to reading and English language learners’ achievement in US elementary and middle school classrooms

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