Empowering ESOL Social Studies Students with Historical Based Children's Literature

Aubrey Brammar Southall

Abstract


In this self-reflective essay, an experienced secondary social studies speaks for the use of historical based children’s literature in the high school ESOL social studies classroom. The teacher, who is certified to teach social studies and ESOL, explains the activities and books she uses with her Untied States history students to make her classroom more culturally and linguistically relevant to her students.

Keywords


Children's Literature;ESOL Social Studies;Historical Based Children's Literature; Culturally Relevant; Linguistically Relevant

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References


Alliance for Education Excellence. (n.d.). Retrieved April 12, 2013, from English Language Learners: http://www.all4ed.org/about_the_crisis/students/ell

Bernhardt, E. B. (2011). Understanding Advanced Second- Language Reading. Taylor &Francis.

Dunne, K. and Martell, C. (2013). Teaching America’s past to newest Americans: immigrant students and United States history. Social Education 77(4), 192–195

Ladson-Billings,G. (2009). The dreamkeepers. (2nd anniversary ed.) San Francisco: Jossey- Bass Publishers

Nieto, S. (1999). The light in their eyes, creating multicultural learning communities. Teachers College Press

Southall, A.B and Bohan, C. H. (2014) Helping ESOL students find their voice in social studies. The Georgia Social Studies Journal. Spring 2014, Volume 4, Number 1, pp. 1-9

Suárez-Orozco, C., Suárez-Orozco, M. M., & Todorova, I. (2008). Learning a new land, immigrant students in American society. Belknap Press.


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GATESOL In Action is a publication of the Georgia Teachers of English to Speakers of Other Languages, an Affiliate of TESOL International Association