Teaching World Geography to Late-Arrival Immigrant Students: Highlighting Practice and Content
In this case study, the work of an exemplary high school social studies teacher is highlighted. In her class, late-arrival immigrant students participated in oral, writing, and demonstration activities as they learned the physical, cultural, and historical traditions of geography education. As newcomers to the English language, the students' orientation to U.S. schooling was favorable because their teacher adapted her instruction with sheltering practices such as using realia, graphic organizers, hands-on activities, language and content objectives, and critical-thinking questions. Additionally, she valued prior learning from home, school, and community as a strong foundation to build new content-area knowledge in geography lessons.