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Developing Literacy Through Contemporary Art: Promising Practices for English Language Learners in Social Studies Classrooms
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In: Teaching and Learning Faculty Publications (2019)
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Abstract:
This chapter describes an innovative approach for teaching English Language Learners (ELLs) that incorporates contemporary art in social studies instruction. A model lesson is included that explores the work of contemporary artist Mary Mattingly and has students consider the ecological footprints left by humans as they interact with their environment. ELLs simultaneously develop important academic skills called for by the Common Core State Standards—such as accurately using academic language, engaging in high-level discussions, and refining diverse and creative thinking—while reflecting on their role as “extractive beings.” A university-school partnership that employs curricular interdisciplinarity, relevance to students’ lives, and active learning is described. To achieve these goals, ELL-supportive classroom strategies such as rich visual content, word walls, and scaffolded cooperative learning are utilized and discussed.
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Keyword:
Education
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URL: https://digitalcommons.usf.edu/tal_facpub/268
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2 |
Proceedings of the 3rd IPLeiria’s International Health Congress
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3 |
Talking Diversity with Teachers and Teacher Educators: Exercises and Critical Conversations Across the Curriculum
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In: Teaching and Learning Faculty Publications (2014)
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4 |
Teaching Social Studies to English Language Learners
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In: Teaching and Learning Faculty Publications (2013)
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5 |
The Hispanic Heritage of North America Commemorating 500 years
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In: Teaching and Learning Faculty Publications (2013)
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6 |
Lesson 5: “İHuelga!” (Strike!)
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In: Hispanic Heritage of Florida Conference 2012 (2012)
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7 |
Lesson 1: Juan Ponce de León the Explorer
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In: Hispanic Heritage of Florida Conference 2012 (2012)
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8 |
Lesson 5: “İHuelga!” (Strike!)
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In: Hispanic Heritage of Florida Conference 2012 (2012)
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