English as a Second Language and World WarII: Possibilities for Language and Historical Learning

Abstract

Although, traditionally, the purpose of the social studies class in secondary schools is to teach content knowledge, this article argues that historical learning can be a powerful vehicle for English language development for late‐arrival English learners (ELs) in middle and high schools.ELs bring a wealth of life experiences, diverse perspectives, and global travel into the classroom that can nurture a dynamic learning environment when English as a second language (ESL) and social studies instruction are juxtaposed as content and language are taught simultaneously. This article details the learning results of a thematic unit on World WarIIfor late‐arrival refugeeELs in one high school using a formative design approach. Using the award‐winning historical fiction novelSylvia and Aki(Conkling, 2011) as well as other supporting texts, the teacher leveraged students' experiences to help them gain historical knowledge, literacy skills, and universal perspectives, all while acquiring English. Findings suggest that the social studies provide a rich space to naturally acquire a second language while simultaneously gaining a variety of content area knowledge. Specifically, World WarIImay provideESLteachers with a wealth of literary resources to engageELs in deep language and content learning.