Community, Voice, and Inquiry: Teaching Global History for English Language Learners

Jaffee, Ashley Taylor

doi:10.1080/00377996.2016.1140626

Cited by 16 publications

(7 citation statements)

References 10 publications

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“…Traditional social studies curriculum coupled with English-only language policies in the classroom further marginalize those Latinx students who also happen to be English language learners (ELLs). To address these issues, several scholars (Bondy, 2016;Gibson, 2017;Jaffee, 2016) call for teachers and/or teacher educators to question curriculum, standards and policies and instead promote alternative, culturally relevant understandings of citizenship among Latinx ELLs. Bondy (2016), a teacher educator, encourages prospective teachers to question English-only education and the normalization of the American national identity.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Additionally, Gibson (2017) provides a successful narrative of a Spanish-English bilingual approach to civic education that helps students "develop a critical consciousness about political and social narratives and to develop a vision of themselves as citizens capable of working for positive change in the communities they belong to" (p. 12). Finally, Jaffee (2016) discusses examples of multiple teaching strategies that provide culturally and linguistically relevant social studies content for ELLs despite the curricular requirements of state standards and assessments. While teachers (and students) have much to benefit from these studies, without making an effort to change the "official" state curriculum, the onus in these examples remains on the teacher to challenge and supplement content in the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

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(Mis)representation of Latinxs in Florida social studies standards

Davis

2019

SSRP

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Purpose The purpose of this paper is to examine how frequently Latinxs and Latin Americans and/or topics related to these groups are represented in the Florida K-12 social studies standards and in what contexts. Drawing from critical race theory (CRT), this study further questions to what extent these contexts account for intersectionality among Latinxs and Latin Americans, challenge dominant narratives and stereotypes through counter-perspectives or reinforce whiteness as property. Design/methodology/approach All Florida social studies benchmarks relevant to Latinxs and/or Latin Americans were extracted and the frequency of representation and percentage of coverage were calculated. As a mixed-methods study, the context of representation was accounted for through a textual analysis of all extracted benchmarks which were grouped into emerging themes based on CRT tenets and principles. Findings Three contextual themes developed: political conflict/war, immigration and suppression or absence. Findings from this critical analysis of Florida social studies standards illuminate the continued racial and ethnic disparities in educational standards, curriculum and materials that leave some students and their histories out of the discourse. Practical implications Florida social studies standards require large-scale reform with input from Latinx communities and scholars to create an accurate and inclusive narrative and basis for social studies education. Originality/value This paper underscores the importance of culturally relevant and nuanced representations of Latinxs and Latin Americans in educational discourses.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

(Mis)representation of Latinxs in Florida social studies standards

Davis

2019

SSRP

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“…In previous studies conducted with high school social studies teachers for newcomer youth (Jaffee, 2016b), teachers supported both content objectives and the needs of emergent bilingual students (e.g., social, cultural, linguistic, civic); however, in this case study, it was the TESOL teacher who did more to support emergent bilinguals in the social studies classroom and made sure they felt successful. Ms. Brooks appeared to focus on the content she was teaching rather than how she was teaching and who she was teaching.…”

Section: Implications and Conclusionmentioning

confidence: 78%

“I Want Them to Feel Safe and to Feel Loved”: Collaborating to Teach Social Studies for Middle Level Emergent Bilingual Students

Jaffee

2020

RMLE Online

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This case study explored how a social studies teacher and a TESOL teacher collaborated to teach an eighthgrade civics and economics course in a diverse classroom with Latinx emergent bilingual students. The researcher employed a theoretical framework of culturally and linguistically relevant citizenship education (CLRCE), which includes five pedagogical principles: pedagogy of community, pedagogy of success, pedagogy of making cross-cultural connections, pedagogy of building a language of social studies, and pedagogy of community-based participatory citizenship. The goals of the study were to identify and understand the perspectives and decision making of the teachers' pedagogy for Latinx youth. Findings revealed the importance of an effective collaborative relationship and using varied pedagogical strategies to support the growth and success of emergent bilingual students in the middle grades. Implications for this study offer middle level social studies and TESOL teachers ideas and strategies for how to support a beneficial collaborative relationship for emergent bilinguals by enacting curricula and pedagogy that are relevant, engaging, equitable, and supportive of the diverse needs of Latinx youth.

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“…Research with EB youth in social studies classrooms has grown over the past decade and much of the work has focused on classroom-based strategies that draw on students’ culture and linguistic backgrounds and experiences (Jaffee, 2016b; Choi, 2013; Dong, 2017; Deroo, 2019; Salinas, 2006; Yoder, 2020). For example, Fránquiz and Salinas (2011) suggest developing historical thinking skills by making social studies content relevant through challenging dominant narratives in a U.S. History class with late arrival newcomer students.…”

Section: Literature Reviewmentioning

confidence: 99%

“Part of Being a Citizen is to Engage and Disagree”: Operationalizing Culturally and Linguistically Relevant Citizenship Education with Late Arrival Emergent Bilingual Youth

Jaffee

2022

The Journal of Social Studies Research

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During a divisive political time, it is critical that social studies teachers, teacher educators, and scholars commit to justice, equity, inclusivity, and diversity when teaching, engaging, and learning with emerged bilingual (EB) students. This study examines how late arrival EB students and their teachers conceptualize social studies, citizenship, and civic education through a framework of culturally and linguistically relevant citizenship education (CLRCE). The findings in this study extend the original CLRCE framework by drawing from multiple sites of pedagogical ideas and action to support late arrival EB students inside and outside of the social studies classroom. This study offers examples for how to implement CLRCE in communities experiencing similar demographic shifts as well as in schools who are interested in centering the cultural, linguistic, and civic experiences of their students. Specifically, this study reveals pedagogical examples and sites of critical citizenship that center EB students’ ideas, experiences, assets, and actions in civic society and in the social studies classroom, offering ways to rethink and reimagine civics education.

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Community, Voice, and Inquiry: Teaching Global History for English Language Learners

Cited by 16 publications

References 10 publications

(Mis)representation of Latinxs in Florida social studies standards

(Mis)representation of Latinxs in Florida social studies standards

“I Want Them to Feel Safe and to Feel Loved”: Collaborating to Teach Social Studies for Middle Level Emergent Bilingual Students

“Part of Being a Citizen is to Engage and Disagree”: Operationalizing Culturally and Linguistically Relevant Citizenship Education with Late Arrival Emergent Bilingual Youth

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