“I Want Them to Feel Safe and to Feel Loved”: Collaborating to Teach Social Studies for Middle Level Emergent Bilingual Students

Figures & data

Table 1 Principles of the CLRCE Framework for Latinx Newcomer Students

Principles of Culturally and Linguistically Relevant Citizenship Education	Conceptualized and Implemented Pedagogical Attitudes, Beliefs, Ideas, and Actions of Teaching Social Studies for Latinx Newcomer Students
Pedagogy of Community	Advocating for newcomer youth cultivated by teacher caring Building confianza (mutual trust) Fostering supportive and positive teacher-student and student-student relationships Requiring respeto (respect)
Pedagogy of Success	Expanding on students’ assets Exercising student voice Setting clear, high expectations and goals Building on multiple, frequent successful experiences
Pedagogy of Making Cross-Cultural Connections	Emphasizing communication for all newcomers Connecting content to human experiences and students’ prior knowledge Working in groups Incorporating multiple perspectives in constructing historical content knowledge
Pedagogy of Building a Language of Social Studies	Using bilingual practices Acquiring English using multiple texts, content, and vocabulary Identifying linguistic demands of classroom tasks Developing literacy skills
Pedagogy of Community-based, Participatory Citizenship	Identifying and belonging as essential elements Channeling civic and political motivations by understanding local and community-based issues Building on civic knowledge and skills for democratic participation Promoting and enacting civic engagement in various forms

The ideas and definitions in the table are adapted from Jaffee (2016a).

Jaffee, A. T. (2016a). Social studies pedagogy for Latino/a newcomer youth: Toward a theory of culturally and linguistically relevant citizenship education. Theory & Research in Social Education, 44(2), 147–183. doi:10.1080/00933104.2016.1171184

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