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11 maj 2017 · This article describes the strategic and intentional curriculum designed by a Spanish Language Arts teacher and a Social Studies teacher in a middle school dual immersion program. The core of their curriculum provides a cohesive, well-articulated, and continuous support to students who are learning content knowledge in the target language, Spanish.
Language and content are connected in K-6 dual immersion (DI) and bilingual classrooms. Teachers in elementary grades facilitate dialogs with their students in both Spanish Language Arts (SLAs) and the subject areas: mathematics, social studies, science, physical education, and art.
11 maj 2017 · Teachers working in middle and high school Dual Immersion (DI) programs (Spanish-English) face unique sets of challenges: linguistic equity between the two languages of instruction,...
The purpose of the Spanish immersion social studies class in the middle school is, besides learning the content, to provide students coming from the Spanish immersion program with opportunities to practice and improve their Spanish language
In describing Spanish-medium social studies instruction in dual language middle schools, Rodríguez-Valls, Solsana-Puig, and Capdevila- Gutiérrez (2017) lament the challenges that a lack of quality social studies sources pose to teaching
To accomplish both, teachers must have the adequate language skills to create, scaffold, and assess the students’ language development in Spanish. Here, we propose a collaborative model where teachers across subject areas—Social Studies and SLAs—work together identifying common assignments, strategies, and skills.
As many K-6 students enrolled in dual language and bilingual programs enter middle and subsequently high schools that implement similar programs, content area teachers in Spanish face a twofold challenge: to remain aligned with the classroom discourse utilized in Spanish Language Arts (SLAs) and to implement effective strategies while teaching ...
