Emergent Bilinguals in the Social Studies

Abstract

The growing number of young learners enrolling in public schools who speak languages other than English presents social studies educators with an opportunity to strengthen our pedagogical practices and broaden our understanding of a more inclusive ideal of citizenship. The rising number of second language learners and the complexity of language acquisition and content within the social studies create a unique challenge for the field of social studies. As such this chapter seeks to synthesize scholarship surrounding the education of emergent bilinguals in the field of social studies. We describe the unique challenges emergent bilinguals face in social studies classrooms and synthesize various concepts and strategies that conceptual research has suggested might address these challenges. Finally, we examine empirical research that highlights social studies teachers’ perceptions of English Language Learners as well as the impact of particular curricular and instructional practices designed to meet the needs of emergent bilingual students.

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