Bitter challenge; swede success: Simulating language learning experiences in social studies classrooms

Abstract

This chapter describes a simulation social studies activity teacher educators (TEs) can use in their methods courses or to facilitate professional development to P/ISTs (preservice and in-service teachers). The simulation itself demonstrates that effective English language learning can take place within content-specific classrooms without ‘dumbing down’ the curriculum. To explain the simulations effect, we utilize theories of enacted learning and the interactive role that orientations, goals, and resources play in supporting or disrupting effective teaching practices. We conclude this chapter by offering suggestions on how to further develop P/IST understanding and practice with effective language development strategies such that they can improve their own teaching of social studies in ways that respond to a growing body of students in North America.