ELL Students’ Performance in Social Sciences

Background

The ELL population has increased dramatically in the last eleven years.

From the 1993-1994 school year to the 2004-2005 school year, the ELL population

has increased by 68%. (Misco & Costaneda, 2009). According to the court case

Lau vs. Nichols (1974), all students are entitled to participate in a meaningful

education, regardless of their first language. Additionally, according to the court

case Plyer vs. Doe (1982), all students, regardless of their immigration status are

entitled to an education and all the protections of the 14th amendment. Therefore,

even though ELL students find social sciences difficult, educators are obligated to

offer these courses to ELL students in a meaningful manner.

Challenges of Social Sciences for ELLs

Social studies, otherwise known as social sciences, is difficult, even for non-

native speakers, because of the nature of the text (Brown, 2007). In order to

understand social studies, students must gain a conceptual understanding of

historical events, geographic positions, and the impact of events on society.

Although ELLs can rapidly pick up conversational or social language, it takes

between 5 and 7 years for ELLs to reach grade level in academic language. Also,

there are little cues such as facial features, intonation, or gestures to help ELLs

understand the text. Likewise, there is not a predictable sequence oftentimes in the

text used in social sciences. Equally important is the fact that many ELLs lack

background knowledge, and if there is background knowledge, it is often

mismatched with the topic of discussion. (Brown, 2007).

Other problems that could cause barriers in ELLs performance in social

sciences include the fact some ELLs may have had no formal schooling and the

fact that the background knowledge ELL students do have is oftentimes not valued

by their schools. Also, teachers may not be familiar with students’ cultures within

their rooms, so the y do not know how to incorporate ELL students’ culture into

the curriculum (Weisman & Hansen, 2007).

According to Brown, The text that is used in social sciences is often difficult

to read as well, especially for ELL learners. There is often unfamiliar vocabulary

embedded in the text. The sentence structure is also oftentimes confusing. There

are complex sentences, and sentences with dependent clauses. There are also series

of facts, ideas, and concepts within one sentence, which can be confusing as well

(2007).

Strategies to Increase ELL’s Achievement in Social Sciences

Although ELLs do have a difficult time comprehending information

presented in social sciences, there is research to support strategies that could help

ELLs better understand the subjects that fall in this category. Brown suggests the

use of content maps and having students outlining units. The author continues by

suggestion the use of guiding questions, simplifying text, and assisting with

reading complex text (2007).

Misco and Castaneda state that educators should respond to four main areas

of concern when teaching social sciences. These areas of concern are building

empathy for the difficulties associated with learning a new language,

understanding how a second language is acquired, adapting curricula to students’

language needs, and employing literacy skills in the discipline. A strategy the

authors advise using is the reverse chronological approach.

The reverse chronological approach takes on a thematic approach to social

sciences. This approach towards teaching social sciences starts with what the

student is familiar with and works backwards. It naturally facilitates the use of

primary sources, supplementary reading and cooperative inquiry, avoiding many of

the problems that can arise from textbook based teaching. By starting with the

most current and working backwards, students can make connections within

themes within social sciences (2009).

Although these strategies seem to work with ELLs thus far, there is very

little research available in regards to ELLs' performance in the social sciences.

More research is needed to determine if these strategies do indeed increase an

ELL’s achievement in this area of academia.

References

Brown, C. (2007, September/October). Strategies for making social studies texts

more comprehensible for english language learners. The Social Studies, 185-

188.

Misco, T., & Castaneda, M. (2009, Spring). "Now, what should i do for english

language learners?" reconceptualizing social studies curriculum design for

ells. Educational Horizons, 182-189.

Weisman, E., & Hansen, L. (2007, December). Strategies for teaching social

studies to elementary level ells. The Education Digest, 61-65.

The Oyez Project, Plyler v. Doe , 457 U.S. 202 (1982) available at:

(http://oyez.org/cases/1980-1989/1981/1981_80_1538)

Intercultural Development Research Association, Lau v. Nichols, 414 U.S. 563

(1974) available at (http://www.idra.org/mendezbrown/lau_case.html)