1. Angela L. Briggs FLT 860 Michigan State University

5. High School English Language Learners (ELL’s) - Vietnam Individuals who are not native English speakers Students in Vietnam have learned English at home (heritage learners) and/or at school. (Gass,2013, p. 477) Culturally and Linguistically Diverse (Reed, 2003, p 18) Lack of background knowledge in US Social Studies Social Studies Content Area A study of history, political science, sociology, geography and economics Specialized jargon and concepts rooted in American culture Curriculum contains high cognitive load and low frequency vocabulary Szpara, 2007, p. 189

6. ELL Student Challenges Academic grade level English 5 to 7 years (Cummins) Syntax- use of passive voice is not common for ELL students Lack background information that authors of textbooks assume they have (Background Knowledge) Lack of grade-level appropriate vocabulary necessary for content learning; social studies vocab is technical and abstract Style of social studies text can difficult for ELL’s Brown,2007, p. 185

7. Cultural Literacy – familiarity with student’s culture and what they bring to the classroom (Szpara, 2007, p.. 189) Teaching Strategies Developing a socially supportive classroom Explicitly linking their past to the present. Contextualize the content (visual materials) Clearly defined objectives Increase comprehensibility Increase interaction – unique instruction – field, purpose and engagement (Gass, 2013, p. 424) Increase thinking/study skills Use student’s native language (L1) to increase comprehensibility promote the SLA process

8. “Culturally Responsive Teaching is making a connection to our student’s background by getting to know our students and having them share their culture through their work” (Li, 2010, p. 73) Age, aptitude, motivation, attitude socio-psychologocial influences (Gass, 2013, p. 430) Family background/history Language Status Prior Knowledge Potential for One Dimensional View of History (Vietnamese Perspective)

9. Teaching the Vietnam/American War in a culturally responsive way: Historical Positionality-the way in which worldviews and personal experiences can shape students’ perspectives and interpretation of historical evidence (Salinas, 2006, p. 204) One Dimensional View of the Conflict Family Status within Vietnam (North or South) Prior Knowledge

11. Brown, C. L. (2007). Strategies for making social studies texts more comprehensible for English language learners. The Social Studies. September/October, 185-188. Cho, S., & Reich, G.A. (2008). New immigrants, new challenges: High school social studies teachers and English language learner instruction. The Social Studies, 99-6, 235- 242. Colombo, M., & Fontaine, P. (2009). Building vocabulary and fostering comprehension strategies for English language learners: The power of academic conversations in social studies. The NERA Journal, 46-54. Gass, M. S. (2013). Second language acquisition: An introductory course. New York, NY: Routledge. Gonzalez, V. (2006). English as a second Language: Teaching and learning. Boston, MA: Pearson. Keiper, T.A., & Larson, B. E. (2011). Instructional Strategies for Middle and Secondary Social Studies: Methods, Assessment, and Classroom Management. New York, NY: Routledge. Li, G., & Edwards, P. A. (2010). Best Practices in ELL Instruction. New York: Guilford Press O’Brien, J. (2011). The system is broken and it’s failing these kids: High school social studies teachers’ attitudes towards training for ELL’s. The Journal of Social Studies Research, 35-1, 22-38. Oliveira, L. C. (2012). What history teachers need to know about academic language to teach English language learners. Social Studies Review, 2012, 76-79.

12. Reed, B., Railsback, J., & Northwest Regional Educational Laboratory. (2003). Strategies and resources for mainstream teachers of english language learners. by request series Distributed by ERIC Salend, S. J., & Salinas, A. (2003). Language differences or learning difficulties: The work of the multidisciplinary team. TEACHING Exceptional Children, 35(4), 36-43. Salinas, C., Franquiz, M.E., Guberman, S. (2006). Introducing historical thinking to second language learners: Exploring what students and what they want to know. The Social Studies, September/October, 203-207. Short, D. J., Vogt, M., & Echevarria, J. (2011). The SIOP Model for Teaching History-Social Studies to English Language Learners. Boston, MA: Pearson. Szpara, M. Y., & Iftikhar, A. (2007). Supporting English-language learners in social studies class: Results from a study of high school teachers. The Social Studies, September/October, 189-195. Wang, Y., Many, J., & Krumenaker, L. (2008). Understanding the experiences and needs of mainstream teachers of ESL students: Reflections from a secondary social studies teacher. TESL Canada Journal, 25(2), 66.