Teaching social studies in Spanish in dual immersion middle schools: A biliterate approach to history
As many K-6 students enrolled in dual language and bilingual programs enter middle and subsequently high schools that implement similar programs, content area teachers in Spanish face a twofold challenge: to remain aligned with the classroom discourse utilized in Spanish Language Arts (SLAs) and to...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2017-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2017.1326202 |
| _version_ | 1797711264078626816 |
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| author | Fernando Rodríguez-Valls Jordi Solsona-Puig Maria Capdevila-Gutiérrez |
| author_facet | Fernando Rodríguez-Valls Jordi Solsona-Puig Maria Capdevila-Gutiérrez |
| author_sort | Fernando Rodríguez-Valls |
| collection | DOAJ |
| description | As many K-6 students enrolled in dual language and bilingual programs enter middle and subsequently high schools that implement similar programs, content area teachers in Spanish face a twofold challenge: to remain aligned with the classroom discourse utilized in Spanish Language Arts (SLAs) and to implement effective strategies while teaching content in the target language. A cohesive language and content program provides students with the opportunity to obtain deep and critical understanding of the content area and to acquire and maintain high levels of biliteracy. To accomplish both, teachers must have the adequate language skills to create, scaffold, and assess the students’ language development in Spanish. Here, we propose a collaborative model where teachers across subject areas—Social Studies and SLAs—work together identifying common assignments, strategies, and skills. This process could help students increase their discernment of how knowledge is assembled within the subject area of history as well as their capability to use the target language when deconstructing primary and secondary sources. The foretold outcome would be to ensure students could read their world and their words with biliterate, historical, and critical eyes. |
| first_indexed | 2024-03-12T07:04:29Z |
| format | Article |
| id | doaj.art-c23e5f6d9adb48ab98bcd6e308427fe9 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T07:04:29Z |
| publishDate | 2017-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-c23e5f6d9adb48ab98bcd6e308427fe92023-09-02T23:33:18ZengTaylor & Francis GroupCogent Education2331-186X2017-01-014110.1080/2331186X.2017.13262021326202Teaching social studies in Spanish in dual immersion middle schools: A biliterate approach to historyFernando Rodríguez-Valls0Jordi Solsona-Puig1Maria Capdevila-Gutiérrez2College of Education, California State UniversityPepperdine UniversityUniversidad Castilla-La ManchaAs many K-6 students enrolled in dual language and bilingual programs enter middle and subsequently high schools that implement similar programs, content area teachers in Spanish face a twofold challenge: to remain aligned with the classroom discourse utilized in Spanish Language Arts (SLAs) and to implement effective strategies while teaching content in the target language. A cohesive language and content program provides students with the opportunity to obtain deep and critical understanding of the content area and to acquire and maintain high levels of biliteracy. To accomplish both, teachers must have the adequate language skills to create, scaffold, and assess the students’ language development in Spanish. Here, we propose a collaborative model where teachers across subject areas—Social Studies and SLAs—work together identifying common assignments, strategies, and skills. This process could help students increase their discernment of how knowledge is assembled within the subject area of history as well as their capability to use the target language when deconstructing primary and secondary sources. The foretold outcome would be to ensure students could read their world and their words with biliterate, historical, and critical eyes.http://dx.doi.org/10.1080/2331186X.2017.1326202biliteracyclassroom discoursecollaborationlanguage developmenthistorical eyescontent-based language instruction |
| spellingShingle | Fernando Rodríguez-Valls Jordi Solsona-Puig Maria Capdevila-Gutiérrez Teaching social studies in Spanish in dual immersion middle schools: A biliterate approach to history Cogent Education biliteracy classroom discourse collaboration language development historical eyes content-based language instruction |
| title | Teaching social studies in Spanish in dual immersion middle schools: A biliterate approach to history |
| title_full | Teaching social studies in Spanish in dual immersion middle schools: A biliterate approach to history |
| title_fullStr | Teaching social studies in Spanish in dual immersion middle schools: A biliterate approach to history |
| title_full_unstemmed | Teaching social studies in Spanish in dual immersion middle schools: A biliterate approach to history |
| title_short | Teaching social studies in Spanish in dual immersion middle schools: A biliterate approach to history |
| title_sort | teaching social studies in spanish in dual immersion middle schools a biliterate approach to history |
| topic | biliteracy classroom discourse collaboration language development historical eyes content-based language instruction |
| url | http://dx.doi.org/10.1080/2331186X.2017.1326202 |
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