Teaching the Content Areas to English Language Learners in Secondary Schools: English Language Arts, Mathematics, Science, and Social Studies

334 Pages·2019·5.58 MB·English

by  Luciana C. de Oliveira

English Language Education
Luciana C. de Oliveira
Kathryn M. Obenchain
Rachael H. Kenney
Alandeom W. Oliveira Editors
Teaching the
Content Areas to
English Language
Learners in
Secondary Schools
English Language Arts, Mathematics,
Science, and Social Studies
English Language Education
Volume 17
Series Editor
Chris Davison, University of New South Wales, Australia
Xuesong Gao, The University of New South Wales, Australia
Editorial Advisory Board
Stephen Andrews, University of Hong Kong, China
Anne Burns, University of New South Wales, Australia
Yuko Goto Butler, University of Pennsylvania, USA
Suresh Canagarajah, Pennsylvania State University, USA
Jim Cummins, OISE, University of Toronto, Canada
Christine C. M. Goh, National Institute of Education, Nanyang Technology
University, Singapore
Margaret Hawkins, University of Wisconsin, USA
Ouyang Huhua, Guangdong University of Foreign Studies, Guangzhou, China
Andy Kirkpatrick, Griffith University, Australia
Michael K. Legutke, Justus Liebig University Giessen, Germany
Constant Leung, King’s College London, University of London, UK
Bonny Norton, University of British, Columbia, Canada
Elana Shohamy, Tel Aviv University, Israel
Qiufang Wen, Beijing Foreign Studies University, Beijing, China
Lawrence Jun Zhang, University of Auckland, New Zealand
More information about this series at http://www.springer.com/series/11558
Luciana C. de Oliveira • Kathryn M. Obenchain
Rachael H. Kenney • Alandeom W. Oliveira
Editors
Teaching the Content Areas
to English Language
Learners in Secondary
Schools
English Language Arts, Mathematics,
Science, and Social Studies
Editors
Luciana C. de Oliveira Kathryn M. Obenchain
University of Miami Purdue University
Coral Gables, FL, USA West Lafayette, IN, USA
Rachael H. Kenney Alandeom W. Oliveira
Purdue University State University of New York
West Lafayette, IN, USA Albany, NY, USA
ISSN 2213-6967 ISSN 2213-6975 (electronic)
English Language Education
ISBN 978-3-030-02244-0 ISBN 978-3-030-02245-7 (eBook)
https://doi.org/10.1007/978-3-030-02245-7
Library of Congress Control Number: 2019930396
© Springer Nature Switzerland AG 2019
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of
the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,
broadcasting, reproduction on microfilms or in any other physical way, and transmission or information
storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the
editors give a warranty, express or implied, with respect to the material contained herein or for any errors
or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims
in published maps and institutional affiliations.
This Springer imprint is published by the registered company Springer Nature Switzerland AG.
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Contents
Language-Content Integration Across School Subjects:
Approaches to Teaching English Language Learners . . . . . . . . . . . . . . . . 1
Luciana C. de Oliveira, Kathryn M. Obenchain, Rachael H. Kenney, and
Alandeom W. Oliveira
Part I English Language Arts
Multimodal Literacies in the English Language Arts Classroom
for English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Luciana C. de Oliveira, Loren Jones, and Sharon L. Smith
From Words to Thematic Text Analysis: Collocation Activities
as Academic Vocabulary Building Strategies in the Middle
and High School ELA Classroom (Grades 6–12) . . . . . . . . . . . . . . . . . . . . 33
Brandy Gibb and Guofang Li
A Genre-Based Approach to Teaching Argument Writing . . . . . . . . . . . . 49
Kathleen Ramos
Six High-Leverage Writing Practices for Teaching
English Language Learners in English Language Arts . . . . . . . . . . . . . . . 65
Julie Goldman
Using Multicultural Nonfiction and Multimedia
to Develop Intercultural Competence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Vicky Giouroukakis and Maureen Connolly
Part II Mathematics
Keying English Learner Students into Mathematical Content:
The Things I Notice Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Jill A. Perry and Beth Wassell
v
vi Contents
Doing and Talking Mathematics: Engaging ELLs in the Academic
Discourse of the Mathematical Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Rita MacDonald, Sarah Lord, and Emily Miller
A Framework for Improving the Teaching of Mathematics
to Bi/Multilingual Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Kara Mitchell Viesca, Nicole M. Joseph, and Nancy L. Commins
Culturally Supporting Latinas and Korean Girls in Mathematics . . . . . . 151
Woong Lim, Kyeong-Hwa Lee, and Paula Guerra
Linguistically Responsive Teaching to Foster ELL Engagement,
Reasoning, and Participation in a Mathematics
Discourse Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Mary A. Avalos and Walter G. Secada
Part III Science
Activating Bilingual English Language Learners’ Strengths
in Science: The Pedagogy of Argument Driven Inquiry (ADI) . . . . . . . . . 183
Rebecca M. Callahan, Victor Sampson, and Stephanie Rivale
Supporting English Language Learners Through Inquiry-Based
Science: Three Strategies for Your Classroom . . . . . . . . . . . . . . . . . . . . . . 199
Joshua W. Reid, Cindi Smith-Walters, Katherine A. Mangione, Alison
Dorris, and Terri Tharp
Engaging English Language Learners in Model-Based
Science Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Magdalena Pando and Zenaida Aguirre-Muñoz
Scaffolding English Language Learners’ Literacy Development
Through a Science Inquiry Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Sandra Mercuri and Natascha Mercuri
Using Communication Models to Teach ELLs Science . . . . . . . . . . . . . . . 247
Alandeom W. Oliveira and Molly H. Weinburgh
Part IV Social Studies
Engaging ELLs’ Positionality Through Critical Geography
and History in the Social Studies Classroom . . . . . . . . . . . . . . . . . . . . . . . . 265
J. Spencer Clark, G. Sue Kasun, and F. Fallon Farokhi
Developing Literacy Through Contemporary Art:
Promising Practices for English Language Learners
in Social Studies Classrooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Bárbara C. Cruz and Robert W. Bailey
Contents vii
Visual Biography and Citizenship: Biography Driven Instruction
in the Social Studies Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297
Jillian Baldwin Kim, Alexander Cuenca, and Amy Yun-Ping Chen
Thinking Inside the Box: Using Graphic Novels to English
Language Learners in the Social Studies Classroom . . . . . . . . . . . . . . . . . 311
Carla K. Meyer, Laura J. Mahalingappa, and Kristy A. Brugar
Multiple Perspectives: Engaging Diverse Voices
in the Social Studies Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
Paul J. Yoder and Ashley Taylor Jaffee
Language-Content Integration Across
School Subjects: Approaches to Teaching
English Language Learners
Luciana C. de Oliveira, Kathryn M. Obenchain, Rachael H. Kenney,
and Alandeom W. Oliveira
Abstract This chapter provides an introduction to the present book. In an effort to
provide practitioners with guidance on such pedagogical endeavor, this collection
examines how the educators of varied academic disciplines (English language arts,
mathematics, science, and social studies) approach the creation and implementation
of curriculum spaces at the intersection of language and content. Our vision for this
book was one of theory-based practice wherein descriptions of pedagogical
approaches were accompanied by explicit accounts of the authors’ theoretical
underpinnings and epistemic/linguistic stance.
L. C. de Oliveira (*)
Department of Teaching and Learning, School of Education and Human Development,
University of Miami, Coral Gables, FL, USA
e-mail: [email protected]
K. M. Obenchain
Department of Curriculum and Instruction; Learning, Engagement, and Global Initiatives,
College of Education, Purdue University, West Lafayette, IN, USA
e-mail: [email protected]
R. H. Kenney
Department of Mathematics and Department of Curriculum & Instruction, Purdue University,
West Lafayette, IN, USA
e-mail: [email protected]
A. W. Oliveira
Educational Theory and Practice Department, State University of New York at Albany,
Albany, NY, USA
e-mail: [email protected]
© Springer Nature Switzerland AG 2019 1
L. C. de Oliveira et al. (eds.), Teaching the Content Areas to English Language
Learners in Secondary Schools, English Language Education 17,
https://doi.org/10.1007/978-3-030-02245-7_1
2 L. C. de Oliveira et al.
1 Background and Rationale
English language learning has become a ubiquitous and integral aspect of content
teaching in middle and high school. Increasingly, teachers of school subjects as
varied as English language arts (ELA), science, mathematics, and social studies are
expected to be able to pedagogically give English Language Learners (ELLs) access
to disciplinary-based instruction. This is particularly evident in the recent develop-
ment and adoption of the Common Core State Standards for English Language Arts
and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS-
ELA/Literacy), the Common Core State Standards for Mathematics, the C3
Framework for Social Studies State Standards, and the Next Generation Science
Standards (NGSS). All of these educational policies highlight the role that content
teachers have in developing ELL’s discipline-specific competencies.
Central to this ‘language across the curriculum’ approach (Cross, 2016) is a shift
from a separate language-dedicated classroom to wider curriculum spaces wherein
language and content are integrated and coexist harmoniously across all school sub-
jects. Teachers of academic disciplines must skillfully use content as a space for
ELLs to learn an additional language in contextualized and purposeful ways. This
requires not only familiarity with new and innovative approaches for teaching dif-
ferent subjects to ELLs, but also a broader understanding of the mediating role and
place of language across a variety of integrated curriculum contexts. Teaching lan-
guage across the curriculum requires pedagogical expertise in the design of
language- content curriculum spaces unconstrained by traditional disciplinary
boundaries.
In an effort to provide practitioners with guidance on such pedagogical endeavor,
the present book examines how the educators of varied academic disciplines
(English language arts, mathematics, science, and social studies) approach the cre-
ation and implementation of curriculum spaces at the intersection of language and
content. Informed by current research and theory from various educational fields,
this examination is ultimately aimed at informing ways whereby teachers of varied
school subjects can coordinate their efforts in order to effectively realize and deliver
the promise of ‘language across the curriculum’. Our vision for this book was one
of theory-based practice wherein descriptions of pedagogical approaches were
accompanied by explicit accounts of the authors’ theoretical underpinnings and
epistemic/linguistic stance. This book offers practical guidance that is grounded in
relevant theory and research and offers teachers suggestions on how to use the
approaches described herein. Reflection questions help readers consider the various
ways that content and language can be integrated and promoted at the secondary
level.