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

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

Research output: Chapter in Book/Report/Conference proceedingChapter

1 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 languageEnglish (US)
Title of host publicationTeaching History and Social Studies to English Language Learners
Subtitle of host publicationPreparing Pre-Service and in-Service Teachers
PublisherSpringer International Publishing
Pages159-178
Number of pages20
ISBN (Electronic)9783319637365
ISBN (Print)9783319637358
DOIs
StatePublished - Jan 1 2018

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)

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    Kayi-Aydar, H., Endacott, J. L., & Goering, C. Z. (2018). Using socratic circles to engage english language learners in historical inquiry and discussion. In Teaching History and Social Studies to English Language Learners: Preparing Pre-Service and in-Service Teachers (pp. 159-178). Springer International Publishing. https://doi.org/10.1007/978-3-319-63736-5_7