Teaching Social Studies in Spanish in Dual Immersion Middle Schools: A Biliterate Approach to History

Autor/inn/en	Rodríguez-Valls, Fernando; Solsona-Puig, Jordi; Capdevila-Gutiérrez, Maria
Titel	Teaching Social Studies in Spanish in Dual Immersion Middle Schools: A Biliterate Approach to History
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1326202 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1326202
Schlagwörter	Social Studies; Spanish; Language of Instruction; Immersion Programs; Middle School Students; Language Arts; Middle School Teachers; Teacher Collaboration; History Instruction; Bilingual Education; Interdisciplinary Approach; Curriculum Design; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Spanisch; Teaching language; Unterrichtssprache; Immersionsprogramm; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sprachkultur; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; History lessons; Geschichtsunterricht; Bilingual teaching; Bilingualer Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrplangestaltung
Abstract	As many K-6 students enrolled in dual language and bilingual programs enter middle and subsequently high schools that implement similar programs, content area teachers in Spanish face a twofold challenge: to remain aligned with the classroom discourse utilized in Spanish Language Arts (SLAs) and to implement effective strategies while teaching content in the target language. A cohesive language and content program provides students with the opportunity to obtain deep and critical understanding of the content area and to acquire and maintain high levels of biliteracy. To accomplish both, teachers must have the adequate language skills to create, scaffold, and assess the students' language development in Spanish. Here, we propose a collaborative model where teachers across subject areas--Social Studies and SLAs--work together identifying common assignments, strategies, and skills. This process could help students increase their discernment of how knowledge is assembled within the subject area of history as well as their capability to use the target language when deconstructing primary and secondary sources. The foretold outcome would be to ensure students could read their world and their words with biliterate, historical, and critical eyes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01