Teaching Content Areas to English Language Learners addresses different approaches to teaching the content areas to English Language Learners in secondary classrooms.
Teaching the Content Areas to English Language Learners in Secondary Schools
This practitioner-based book”Teaching the Content Areas to English Language Learners in Secondary Schools” provides different approaches for reaching an increasing population in today’s schools – English language learners (ELLs). The recent development 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, and the Next Generation Science Standards (NGSS) highlight the role that teachers have in developing discipline-specific competencies. This requires new and innovative approaches for teaching the content areas to all students.
The book begins with an introduction that contextualizes the chapters in which the editors highlight transdisciplinary theories and approaches that cut across content areas. In addition, the editors include a table that provides a matrix of how strategies and theories map across the chapters. The four sections of the book represent the following content areas: English language arts, mathematics, science, and social studies. This book offers practical guidance that is grounded in relevant theory and research and offers teachers suggestions on how to use the approaches described.
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.