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


  • Aubrey Brammar Southall Georgia State University




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


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.

Author Biography

Aubrey Brammar Southall, Georgia State University

Aubrey Brammar Southall is a doctoral student at Georgia State University and has six years of secondary social studies teaching experience in the metro-Atlanta area. Currently, she teaches ESOL social studies. She can be reached at [email protected] 


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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

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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

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How to Cite

Southall, A. B. (2015). Empowering ESOL Social Studies Students with Historical Based Children’s Literature. GATESOL Journal, 25(1). https://doi.org/10.52242/gatesol.31



Classroom Praxis Report