Expanding Middle School Horizons: Integrating Language, Culture, and Social Studies

Abstract

This article reports on findings from the first phase of an ongoing research project that is investigating English language learners in middle school social studies classrooms. This phase examined the academic language of American history classes and implemented a series of lessons designed to integrate language and content objectives with the development of critical-thinking skills and information about the cultural diversity of colonial America. The article analyzes features of social studies academic language from text and classroom discourse and reviews cultural diversity as it is represented in popular textbooks. Also highlighted are successful strategies teachers used to facilitate students' comprehension of the subject matter and improve their academic language skills. Many of these strategies are adaptations of ESL techniques that have been applied to content-area lessons. The conclusion is that an integrated language and social studies course may be an appropriate placement for English language learners who are preparing to enter mainstream classes.