Teaching Social Studies to English Language Learners
Buku diterbitkan Tahun 2009 oleh Routledge Taylor and Francis, New York adalah buku Edisi Pertama.
Judul: Teaching Social Studies to English Language Learners
Pengarang: Barbara C. Cruz, et al
Penerbit: Routledge Taylor and Francis, New York
Tahun: 2009
Jumlah Halaman: 245 hal.
Editor:
Bárbara C. Cruz adalah Profesor Ilmu Sosial Pendidikan di Departemen Menengah Pendidikan di University of South Florida.
Stephen J. Thornton adalah Profesor Ilmu Sosial Pendidikan dan Ketua Departemen Pendidikan Menengah di University of South Florida.
Lingkup Pembahasan:
Tujuan utama dari buku ini adalah untuk memberikan studi sosial guru dengan metode praktis yang
harus efektif tidak hanya dengan ELLs, tetapi dengan semua siswa. Buku ini ditujukan untuk kelas 6-12 (menengah dan sekolah tinggi). Hal ini diselenggarakan untuk memfasilitasi lokasi yang mudah dan cepat kunci konsep dan strategi. Selain itu, kami telah menyertakan sebuah daftar istilah utama yang terkait dengan ESOL.
Buku ini terdiri atas 3 bagian utama, Bagian 1 menyajikan gambaran teori dan penelitian tentang pengajaran dan pembelajaran ESOL. Bagian 1 ulasan penelitian dengan mata untuk memberikan bimbingan untuk desain dan pengajaran program sekolah.
Hal ini sebagian besar bernada pada tingkat-yang umum, bukan di IPS khususnya-meskipun
banyak dari apa yang dikatakan akan bergema di seluruh studi spesifik sosial bagian dari buku ini. Hal ini dimaksudkan untuk mengarahkan pembaca ke lapangan umumnya.
Bagian 2, yang berisi Bab 2,1-2,4, membentuk transisi antara bagian sebelum dan sesudah.
Bab 2.1 menjabarkan pengertian tentang apa program pembelajaran yang diinginkan dalam studi sosial. Tujuan buku ini bukan untuk melengkapi, tetapi untuk menyarankan beberapa tema yang menonjol dan mempercayai pembaca untuk menggeneralisasi. Tema ini dibangun pada seluruh Bagian 2, di mana terlihat dasar sosial terbatas studi-penelitian terfokus ESOL. Kami mencoba untuk mengidentifikasi di mana karya ini sejajar penelitian yang dibahas di Bagian 1 serta apa yang tampaknya menjadi spesifik tentang mengajar IPS (versus matematika, sains, seni bahasa, dll).
Bagian 3 berisi bab dengan kegiatan belajar ilustrasi di bidang utama dari sosial studi kurikulum. Kami membuat rekomendasi yang spesifik untuk, geografi atau sejarah dunia.
Namun demikian, itu harus jelas bahwa pendekatan rinci dalam Bagian 2, seperti penekanan pembelajaran aktif dan konsep, melintasi batas-batas bab dalam Bagian 3. Bab 3.2 sampai
3.5 penyelesaia, masing-masing, bidang utama dari kurikulum sekunder: geografi, sejarah AS, dunia
sejarah, pemerintah dan kewarganegaraan. Bab 3.6 sampai daerah 3,8 melengkapi bidang yang banyak diajarkan meskipun sering hanya sebagai pilihan yang diperlukan yaitu ekonomi, sosiologi, antropologi, dan persoalan psikologi. Meskipun tergoda untuk hanya membaca bab yang sesuai dengan disiplin yang diajarkan, tetapi disarakan harus membaca bab-bab lain, karena banyak dari strategi mengajar dapat dimodifikasi untuk konten bidang lainnya. Tiga bagian di Bagian 4 memberikan arahan ke sumber daya bagi para guru dan siswa ELL. Meskipun buku ini mengidentifikasi metode artikel, website, materi kurikulum, dan sejenisnya dibahas di seluruh Bagian 3, Bagian 4 merangkum serta termasuk sumber tambahan. Buku ini menekankan untuk: "mencoba hal-hal, mencerminkan, berhipotesis, tes, bermain dengan hal-hal "(hal. 284).
Daftar Isi:
List of Figures. xi
List of Tables. xiii
Series Introduction . xv
Acknowledgements. xvii
Introduction 1
Part 1 — Your English Language Learner Tony Erben 5
1.1 — Orientation 7
1.2 — The Process of English Language Learning and What to Expect 9
Principle 1: Give ELLs Many Opportunities to Read, to Write, to Listen to, and to Discuss
Oral and Written English Texts Expressed in a Variety of Ways 10
Principle 2: Draw Attention to Patterns of English Language Structure 11
Principle 3: Give ELLs Classroom Time to Use their English Productively 12
Principle 4: Give ELLs Opportunities to Notice their Errors and to Correct their English 12
Principle 5: Construct Activities that Maximize Opportunities for ELLs to Interact with Others
in English 14
1.3 — Deciding on the Best ESOL Program 17
1.4 — Teaching for English Language Development 22
1.5 — Not All ELLs are the Same 26
Stages of Cultural Adjustment 28
Cultural Practices at School 29
1.6 — Culturally Responsive Pedagogy 31
1.7 — Not All Parents are the Same: Home–School Communication 34
Ideas: On Fostering Access 35
Ideas: On Fostering Approachability 35
Ideas: On Achieving Good Follow-Through 36
1.8 — English Language Learners with Special Needs 37
Part 2 — Principles of Social Studies Teaching and Learning 41
2.1 — Principles of Social Studies Teaching and Learning 43
Elements of an Instructional Program 43
2.2 — How Instruction Unfolds 46
2.3 — Social Studies-Focused ESOL Research 48
Classroom Environment 48
Pedagogical Orientation and Practice 49
Culturally Sensitive Pedagogy 49
General Approaches 49
Language Use 50
Sheltered Instruction 51
Individualized Instruction 51
Discussion and Questioning 52
Discovery and Exploration 53
Cooperative Learning Skills . 54
2.4 — Enacting the Social Studies Curriculum 55
The Textbook 55
Graphic Organizers 56
Role Playing and Simulations 57
Visual Resources 58
Gifted ELL Students 58
Assessment 59
Conclusion 61
Part 3 — Teaching Social Studies 63
3.1 — Introduction 65
3.2 — Geography 70
Kinesthetic Learning and Stratified Questioning: The Concept of Scale (Levels 1, 2, 3, & 4) 72
Kinesthetic Learning and Visual Aids: Africa: Physical Geography and Population Distribution
(Levels 3 & 4) 74
K–W–L–H, Visual Aids, Guided Imagery, and Stratified Questioning: Women’s Work in
Southern India (Levels 2, 3, & 4) 76
Problem Solving, Visual Aids, and Stratified Questioning: Adaptation of the Environment: The
Case of Switzerland (Levels 1, 2, 3, & 4) 80
Selected Internet Sites for Teaching Geography 82
3.3 — United States History 83
Visual Aids, Stratified Questioning: Lewis and Clark Expedition (Levels 1, 2, 3, & 4) 85
Visual Aids, Cartography, and Critical Thinking: Lewis and Clark Activity 2: Cartography
(Levels 3 & 4) 86
Dioramas, Kinesthetic Learning, and Cooperative Learning: Lewis and Clark Extension
Activity: Creating a Diorama (Levels 1, 2, 3, & 4) 88
Cooperative Learning, Peer Teaching, and Primary Documents: Lewis and
Clark Activity 3: Primary Documents using Cooperative Learning (Levels 3 & 4) 88
Modified Text, Visual Aids, Picture Books, Stratified Questioning, and Music: Women in
WWII (Levels 1, 2, 3, & 4) 90
Eisenhower’s Military–Industrial Complex Speech, 1961: Simplifying Text and Role-Playing
(Levels 3 & 4) 100
Selected Resources for Teaching U.S. History 103
3.4 — World History 106
Culturally Sensitive Pedagogy, Visual Aids, Stratified Questioning, and Research Skills: World
Origins of Our Class (Levels 1, 2, 3, & 4) 108
Realia, Word Wall, and Visual Aids: The Renaissance (Levels 1, 2, 3, & 4) 110
Visual Aids and Primary Source Documents: Cultural Encounter and Exploration
(Levels 3 & 4) 116
Visual Aids, Stratified Questioning, and Guided Discussion: The Industrial Revolution:
The Cases of Great Britain and Japan (Levels 1, 2, 3, & 4) 119
Visual Aids, Role Playing, Guided Reading, and Stratified Questioning: Japanese
Americans During WWII (Levels 1, 2, 3, & 4) 127
Role Playing and Cooperative Learning: Factory Life in the Twentieth Century
(Levels 2, 3, & 4) 132
Selected Resources for Teaching World History 135
3.5 — Government and Civics 137
Peer Teaching and Visual Aids: Political Cartoons (Levels 2, 3, & 4) 138
Teaching with Primary Sources (Levels 2, 3, & 4) 140
Using Bilingual Dictionaries and Graphic Organizers: Voting Rights (Levels 3 & 4) 141
Language Development through Simplifying Complex Text and Using Visual Aids: Women’s
Suffrage (Levels 3 & 4) 144
Cooperative Learning, Computer Technology, and Alternative Assessments:
Political Bumper Stickers (Levels 1, 2, 3, & 4) 148
Visual Aids and Graphic Organizers: Executive Powers (Levels 1, 2, 3, & 4) 149
Selected Resources for Teaching Government and Civics. 153
3.6 — Economics 154
Graphic Organizers and Role-Playing: “Half a Loaf is Better than None”: International Trade
and Development (Levels 3 & 4) 155
Visual Aids, Realia, Total Physical Response, and Stratified Questioning Strategy: Goods and
Services (Levels 1, 2, 3, & 4) 159
Visual Aids and Cooperative Learning: The Economic Concept of Scarcity
(Levels 2, 3, & 4) 161
Cooperative Learning: Setting Priorities and Making Choices: A Lesson in Personal Budgeting
(Levels 3 & 4) 162
Graphic Organizers and Cooperative Learning: Consumer Credit and Debt
(Levels 2, 3, & 4) 164
Visual Aids and Stratified Questioning Strategy: Advertising (Levels 1, 2, 3, & 4) 165
Selected Internet Sites for Teaching Economics 166
3.7 — Anthropology, Sociology, and Psychology 168
Cooperative Learning and Visual Aids: Mental Cartography (Levels 1, 2, 3, & 4) 169
Simplifying Complex Language: Cultural Anthropology: Seeing Through Others’
Eyes (Levels 3 & 4) 170
Alternative Assessments: Sociology: Surveys and Opinion Polls (Levels 2, 3, & 4) 171
Visual Aids and Graphic Organizers: Psychology: Identity Formation (Levels 1, 2, 3, & 4) 173
Resources for Teaching Sociology, Anthropology, and Psychology 175
3.8 — Controversial Issues in the Social Studies Classroom 177
Cooperative Learning, Kinesthetic Activities, and Stratified Questioning Strategy:
The Paper Chase (Levels 1, 2, 3, & 4) 179
Using Technology, Audio-Visual Materials, and Cooperative Learning: Controversial
Issues at Home and Abroad (Levels 2, 3, & 4) 181
Political Cartoons, Values Clarification, and Role Playing: Immigration: Whom Should
We Allow In? (Levels 1, 2, 3, & 4) 183
Kinesthetic Learning and Critical Thinking: Taking a Stand (Levels 2, 3, & 4) 187
Cooperative Learning, Critical Thinking, and Research Skills: The Dead–Red Sea Canal
(Levels 3 & 4) 188
Selected Resources for Teaching Controversial Issues 190
Resources 192
Internet Resources for Teachers 192
Print and Associated Resources for Teachers 197
Resources for Students 205
Glossary 211
Notes. 213
References 215
Index 225
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