<i>Teaching Vocabulary to English Language Learners</i>by Michael F. Graves, Diane August, &amp; Jeannette Mancilla-Martinez

Araujo, Juan; Kovalyova, Natalia; Shappeck, Marco; Rodríguez, Cynthia

doi:10.1080/15348431.2013.849603

Journal of Latinos and Education

2014

DOI: 10.1080/15348431.2013.849603

|View full text |Cite

Teaching Vocabulary to English Language Learnersby Michael F. Graves, Diane August, & Jeannette Mancilla-Martinez

Juan Araujo

Natalia Kovalyova

Marco Shappeck

et al.

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2016

Publication Types

Select...

Article1

Relationship

Self Cite0

Independent1

Authors

Journals

Cited by 1 publication

References 4 publications

(3 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

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

Stewart¹,

Walker²

2016

TESOL Journal

View full text Add to dashboard Cite

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 War II for late‐arrival refugee ELs in one high school using a formative design approach. Using the award‐winning historical fiction novel Sylvia 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 War II may provide ESL teachers with a wealth of literary resources to engage ELs in deep language and content learning.

show abstract

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

Stewart¹,

Walker²

2016

TESOL Journal

View full text Add to dashboard Cite

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Teaching Vocabulary to English Language Learnersby Michael F. Graves, Diane August, & Jeannette Mancilla-Martinez

Cited by 1 publication

References 4 publications

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

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

Contact Info

Product

Resources

About