Content and Languages Integration: Pre-Service Teachers’ Culturally Sustaining Social Studies Units for Emergent Bilinguals
Abstract
:1. Introduction
- How do pre-service teachers in an urban multicultural teacher education program integrate asset-based and strength-based ideologies into their social studies unit plans?
- How do pre-service teachers integrate bilingual/multilingual pedagogies into the social studies curriculum to support diverse learners’ needs and enhance subject-specific literacy?
2. Theoretical Framework
3. Normalizing Translanguaging Practices in Social Studies Classrooms
4. Methodology
4.1. Context
4.2. Data Sources and Data Collection
4.3. Data Analysis
4.4. Positionality
5. Findings
- (1)
- Rooted in the community: Embodying locally relevant pedagogy
- (2)
- Leveraging Linguistic Diversity: Centering Translanguaging and Multilingualism
- (3)
- Supporting and empowering learners through inclusive pedagogies
6. Discussion
7. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A. Unit Plan Assignment
Unacceptable | Approaching Novice | Novice | Proficient | Advanced | |
Points | 0 | 0.5 | 1 | 1.5 | 2 |
Introduction | Introductory elements are missing or do not stem from the H-SS standards listed in Part 2. | Introductory elements stem from the H-SS standards listed in Part 2, but there is a lack of clarity or coherence among them. Includes real life applications. | Introductory elements are clear and coherent. Inquiry Question calls for an evidence-based explanation or opinion. | Inquiry and Supporting Questions are meaningful, and provide a foundation for use of analysis skills. | Rationale is strong and Inquiry Question is compelling. |
Cultural Diversity and Culturally Responsive Teaching–(TPE 1.1) | Unit plan does not incorporate culturally diverse perspectives or embody culturally responsive pedagogy. | More than one cultural group is represented in the unit. or An activity makes reference to students’ experiential backgrounds. | Diverse cultural groups are represented in the unit. or More than one activity makes reference to students’ experiential backgrounds. | Culturally diverse perspectives are incorporated in the unit. or activities draw on students’ cultural backgrounds so as to enhance learning. | Culturally diverse perspectives are incorporated in the unit. and Activities draw on students’ cultural backgrounds so as to enhance learning. |
Pedagogy—(TPE 3.3) Inquiry-Based Instruction—(TPE 1.5) | Instruction not consistent with current pedagogy as aligned to California Subject Matter Frameworks (CSMF) or uses inquiry | Instruction uses some inquiry and is somewhat consistent with current pedagogy as aligned to CSMF. | Instruction including Inquiry is consistent with current pedagogy as aligned to CSMF. | Instruction and Inquiry reflects expertise with pedagogy in either history-social science of English language arts and literacy. | Instruction and Inquiry reflects expertise with pedagogy in both history-social science and English language arts and literacy. |
H-SS Disciplines Concepts and Themes—(TPE 3.1 and 3.3) | Instruction does not develop students’ understanding of key history-social science disciplines or concepts. Instruction does not incorporate big ideas, concepts, or themes. | Develops students’ understanding in 1 area:
| Instruction develops students’ understanding in at least 2 of the disciplinary areas. Instruction is centered around big ideas, concepts, and themes. | Instruction in any disciplinary area is well integrated with the central theme of the unit. Provides insights into historical events and cultures. | Instruction develops deep understanding in at least 2 of the disciplinary areas Big ideas, concepts, and themes are well-integrated throughout the unit plan. |
Integrating Instruction—(TPE1.7 and 3.3 ELA Subject-Specific 1) Technology (and possibly 8) (TPE 4.8) | CCSS ELA or VAPA standards are missing. Instruction does not include use of digital tools or learning technologies | CCSS ELA and VAPA standards are listed, but a description of how they will be addressed is missing. Instruction includes use of digital tools or learning technologies. | A description of how ELA and VAPA standards will be addressed is included. Technology is not a replacement for traditional paper and pencil technology, but rather improves opportunities for learning | ELA standards include oral communication and vocabulary, reading comprehension and writing. VAPA is integrated within the unit to facilitate access to social studies content. | ELA and VAPA are integrated within the unit to enhance social studies, the arts, and literacy skills. Technology provides personalized and integrated tecnology-rich lessons, and offers students multiple means to demonstrate their learning. |
Oral Communication and Vocabulary (TPE 3.3 and 3.4) | Instruction does not provide opportunities for students to develop oral communication nor does it include strategies to make language comprehensible to students. | Instruction provides opportunities for students to develop oral communication OR includes strategies to make language (vocabulary, conventions, or knowledge of language) comprehensible to students. | Instruction provides opportunities for students to develop oral communication and includes strategies to make language (vocabulary, conventions, and knowledge of language) comprehensible to students. | Instruction encourages students’ use of language to extend across reading, writing, speaking, and listening. | Instruction provides structured opportunities for language practice, and feedback for students to develop further language proficiency. |
Comprehension Scaffolds—(TPE 3.3 and 3.4) | Instruction does not include strategies that support students’reading andcomprehension of subject-relevant narrative or informational texts. | Instruction includes strategies that support students’ reading and comprehension of subject-relevant narrative or informational texts. | Instruction includes strategies that support students’ reading comprehension of subject-relevant narrative and informational texts. | Instruction includes strategies that support students’ abilities to cite specific evidence in oral or written interpretation of text. | Instruction includes strategies that support students’ reading and comprehension of text structures and graphic/media representations in diverse formats/genres. |
Writing Scaffolds-Inquiry Task (TPE 3.3 and 3.4) | Inquiry Task does not incorporate strategies to develop written literacy. | Inquiry Task incorporates written literacy teaching strategies, but these are not described in sufficient detail to determine whether they will support students in writing opinion/persuasive or expository texts. | Incorporates teaching strategies to support students in writing opinion/persuasive or expository texts in which students make claims or form interpretations based on primary and secondary documents. | Inquiry Task incorporates several strategies to support students in writing opinion/persuasive or expository texts, selected according to the written literacy demands of the Inquiry Task. | Teaching strategies are differentiated, to meet the needs of diverse learners. |
Assessment (TPE 4.3 and 5.1) | Unit does not include assessment plan. | Unit includes an assessment plan, but students have not had sufficient opportunity to learn what is being assessed. | Includes an appropriate summative assessment with a scoring rubric, measuring either social studies or writing skills. | Includes appropriate formative and summative assessments, with rubric measuring both social studies and writing skills. | The scoring rubric provides in-depth information about students’ ability to produce an evidence-based opinion or explanation in writing. |
Bibliography | Unit plan does not include a bibliography | Unit plan includes a bibliography, but citations are not complete. | Bibliography includes complete citations and brief annotation for each source. | Bibliography includes a variety of sources. | Bibliography includes a variety of sources representing diverse perspectives. |
Appendix B. Coding Scheme Examples
Code | Definition | Examples |
translanguaging | The practice of using multiple languages in instruction to support learning. | Bilingual instructions, mixing languages in teaching, students using home language. |
funds of knowledge | Knowledge students bring from their home and community environments. | Family traditions, community practices, personal experiences related to the curriculum. |
culturally relevant pedagogy | Teaching practices that recognize and incorporate students’ cultural backgrounds. | Culturally relevant examples in lesson plans, activities celebrating cultural diversity. |
culturally sustaining pedagogy | Extending CRP by not only recognizing and incorporating students’ cultural backgrounds but also sustaining and fostering cultural pluralism in schools. | Examples sustaining and nurturing students’ cultural and linguistic identities, centering exploration of cultural and linguistic diversity. |
scaffolding | Support provided to students to help them achieve learning goals. | Step-by-step instructions, guided practice, use of visuals and aids, including templates, tables, and modeling |
differentiation | Tailoring instruction to meet individual needs. | Varied reading materials, different levels of difficulty in tasks, personalized assignments for emergent bilinguals |
accommodation | Adjustments made to instruction or assessment to support diverse learners. | Extended time on tests, alternative assessment methods, assistive technology. |
locally relevant pedagogy | Instruction that incorporates the cultural and historical aspects of local communities. | Lessons on local history, inclusion of local cultural practices in the curriculum. |
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Son, M. Content and Languages Integration: Pre-Service Teachers’ Culturally Sustaining Social Studies Units for Emergent Bilinguals. Educ. Sci. 2024, 14, 915. https://doi.org/10.3390/educsci14080915
Son M. Content and Languages Integration: Pre-Service Teachers’ Culturally Sustaining Social Studies Units for Emergent Bilinguals. Education Sciences. 2024; 14(8):915. https://doi.org/10.3390/educsci14080915
Chicago/Turabian StyleSon, Minhye. 2024. "Content and Languages Integration: Pre-Service Teachers’ Culturally Sustaining Social Studies Units for Emergent Bilinguals" Education Sciences 14, no. 8: 915. https://doi.org/10.3390/educsci14080915