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

This in-depth qualitative case study explores how one social studies teacher implemented teaching Global History for Latino/a English Language Learners (ELLs) in an urban newcomer high school. Using a framework for culturally and linguistically relevant citizenship education, this article seeks to highlight how the teacher discussed, designed, enacted, and reflected on their Global History curricula through observing, interviewing, and gathering artifacts in a social studies classroom. Findings reveal that although the teacher faced great pressures and demands of implementing a high stakes, standards-based curriculum, he was able to enact a curriculum that focused on accessing and building upon ELL students' cultural, linguistic, and civic assets and experiences. This article explores the curricular and instructional design implemented by the social studies teacher, and aims to provide readers with an example of and insight into how best to meet the needs of ELLs in the social studies classroom. Various examples of social studies teaching strategies and English language learning techniques are discussed, including: experiential learning, writing and revision, inquiry-based learning, discussion, group work, and social studies concept formation.