"I Want Them to Feel Safe and to Feel Loved": Collaborating to Teach Social Studies for Middle Level Emergent Bilingual Students

Autor/in	Jaffee, Ashley Taylor
Titel	"I Want Them to Feel Safe and to Feel Loved": Collaborating to Teach Social Studies for Middle Level Emergent Bilingual Students
Quelle	In: RMLE Online: Research in Middle Level Education, 44 (2021) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
DOI	10.1080/19404476.2020.1859904
Schlagwörter	Bilingualism; Social Studies; Teaching Methods; Middle School Teachers; Teacher Attitudes; Hispanic American Students; Citizenship Education; Culturally Relevant Education; Decision Making; Case Studies; Teacher Collaboration; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Intercultural Communication; Interdisciplinary Approach; Middle School Students; English Language Learners; Grade 8; Civics; Economics Education + Suchen Sie Ihr Suchwort? Bilingualismus; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Decision-making; Entscheidungsfindung; Case study; Fallstudie; Case Study; Lehrerkooperation; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Interkulturelle Kommunikation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; School year 08; 8. Schuljahr; Schuljahr 08; Staatsbürgerkunde; Wirtschaftskunde
Abstract	This case study explored how a social studies teacher and a TESOL teacher collaborated to teach an eighth-grade civics and economics course in a diverse classroom with Latinx emergent bilingual students. The researcher employed a theoretical framework of culturally and linguistically relevant citizenship education (CLRCE), which includes five pedagogical principles: pedagogy of community, pedagogy of success, pedagogy of making cross-cultural connections, pedagogy of building a language of social studies, and pedagogy of community-based participatory citizenship. The goals of the study were to identify and understand the perspectives and decision making of the teachers' pedagogy for Latinx youth. Findings revealed the importance of an effective collaborative relationship and using varied pedagogical strategies to support the growth and success of emergent bilingual students in the middle grades. Implications for this study offer middle level social studies and TESOL teachers ideas and strategies for how to support a beneficial collaborative relationship for emergent bilinguals by enacting curricula and pedagogy that are relevant, engaging, equitable, and supportive of the diverse needs of Latinx youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01