Using socratic circles to engage english language learners in historical inquiry and discussion

Hayriye Kayi-Aydar; Jason L. Endacott; Christian Z. Goering

doi:10.1007/978-3-319-63736-5_7

Using socratic circles to engage english language learners in historical inquiry and discussion

Hayriye Kayi-Aydar, Jason L. Endacott, Christian Z. Goering

English

Research output: Chapter in Book/Report/Conference proceeding › Chapter

4 Scopus citations

Abstract

This chapter describes how Socratic circles, a dialogic tool that is shown to increase learning talk, can engage English learners (ELs) in historical discussion following inquiry methods of learning in the social studies. Drawing on the related literature, we provide educators with a background about cultural competency and positionalities, historical inquiry, and Socratic circles. Evidence-based examples and strategies are then provided for using historical inquiry and Socratic circles in the social studies classroom to teach important yet difficult concepts (e.g., democracy, liberty) and connect them to content-based curricula. We conclude by connecting dialogue to the C3 frameworks to foster ELs’ civic participation, involvement, and agency and discuss implications and applications for teacher education.

Original language	English (US)
Title of host publication	Teaching History and Social Studies to English Language Learners
Subtitle of host publication	Preparing Pre-Service and in-Service Teachers
Publisher	Springer International Publishing
Pages	159-178
Number of pages	20
ISBN (Electronic)	9783319637365
ISBN (Print)	9783319637358
DOIs	https://doi.org/10.1007/978-3-319-63736-5_7
State	Published - Jan 1 2018

ASJC Scopus subject areas

Arts and Humanities(all)
Social Sciences(all)

Access to Document

10.1007/978-3-319-63736-5_7

Fingerprint Dive into the research topics of 'Using socratic circles to engage english language learners in historical inquiry and discussion'. Together they form a unique fingerprint.

Cite this

Using socratic circles to engage english language learners in historical inquiry and discussion. / Kayi-Aydar, Hayriye; Endacott, Jason L.; Goering, Christian Z.

Teaching History and Social Studies to English Language Learners: Preparing Pre-Service and in-Service Teachers. Springer International Publishing, 2018. p. 159-178.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

@inbook{77276316011349a8957bae788ee1e7b2,

title = "Using socratic circles to engage english language learners in historical inquiry and discussion",

abstract = "This chapter describes how Socratic circles, a dialogic tool that is shown to increase learning talk, can engage English learners (ELs) in historical discussion following inquiry methods of learning in the social studies. Drawing on the related literature, we provide educators with a background about cultural competency and positionalities, historical inquiry, and Socratic circles. Evidence-based examples and strategies are then provided for using historical inquiry and Socratic circles in the social studies classroom to teach important yet difficult concepts (e.g., democracy, liberty) and connect them to content-based curricula. We conclude by connecting dialogue to the C3 frameworks to foster ELs{\textquoteright} civic participation, involvement, and agency and discuss implications and applications for teacher education.",

author = "Hayriye Kayi-Aydar and Endacott, {Jason L.} and Goering, {Christian Z.}",

year = "2018",

month = jan,

day = "1",

doi = "10.1007/978-3-319-63736-5_7",

language = "English (US)",

isbn = "9783319637358",

pages = "159--178",

booktitle = "Teaching History and Social Studies to English Language Learners",

publisher = "Springer International Publishing",

}

TY - CHAP

T1 - Using socratic circles to engage english language learners in historical inquiry and discussion

AU - Kayi-Aydar, Hayriye

AU - Endacott, Jason L.

AU - Goering, Christian Z.

PY - 2018/1/1

Y1 - 2018/1/1

N2 - This chapter describes how Socratic circles, a dialogic tool that is shown to increase learning talk, can engage English learners (ELs) in historical discussion following inquiry methods of learning in the social studies. Drawing on the related literature, we provide educators with a background about cultural competency and positionalities, historical inquiry, and Socratic circles. Evidence-based examples and strategies are then provided for using historical inquiry and Socratic circles in the social studies classroom to teach important yet difficult concepts (e.g., democracy, liberty) and connect them to content-based curricula. We conclude by connecting dialogue to the C3 frameworks to foster ELs’ civic participation, involvement, and agency and discuss implications and applications for teacher education.

AB - This chapter describes how Socratic circles, a dialogic tool that is shown to increase learning talk, can engage English learners (ELs) in historical discussion following inquiry methods of learning in the social studies. Drawing on the related literature, we provide educators with a background about cultural competency and positionalities, historical inquiry, and Socratic circles. Evidence-based examples and strategies are then provided for using historical inquiry and Socratic circles in the social studies classroom to teach important yet difficult concepts (e.g., democracy, liberty) and connect them to content-based curricula. We conclude by connecting dialogue to the C3 frameworks to foster ELs’ civic participation, involvement, and agency and discuss implications and applications for teacher education.

UR - http://www.scopus.com/inward/record.url?scp=85042695373&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85042695373&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-63736-5_7

DO - 10.1007/978-3-319-63736-5_7

M3 - Chapter

AN - SCOPUS:85042695373

SN - 9783319637358

SP - 159

EP - 178

BT - Teaching History and Social Studies to English Language Learners

PB - Springer International Publishing

ER -

Using socratic circles to engage english language learners in historical inquiry and discussion

Abstract

ASJC Scopus subject areas

Access to Document

Other files and links

Cite this