Emergent bilingual students, also known as English Language Learners (ELLs), face distinctive challenges in the realm of Social Studies education. Recognizing the hurdles encountered by these students, particularly in vocabulary acquisition, engagement, systematic instruction, and the effective use of visual and auditory aids, this document delves into how the Exploros platform strategically addresses these challenges. By drawing on both research insights and the platform's implemented strategies, our purpose is to provide educators, policymakers, and stakeholders with a detailed explanation of how Exploros comprehensively meets the specific needs of Emergent Bilingual students in the context of Social Studies education.
Vocabulary Enrichment
Research Insight:
Research by Short and Echevarria (2016) emphasizes the importance of integrating vocabulary into every lesson, highlighting the need for multiple exposures to words for effective language development.
Exploros Strategies:
Many Exploros courses offer a dedicated Vocabulary Experience in every unit. Each experience provides students with a comprehensive exploration of the vocabulary associated with the unit.
Courses with a Vocabulary Experience for every unit.
All Exploros experiences support vocabulary acquisition by including strategies such as activating background knowledge, fostering word associations, incorporating context clues, and promoting repeated exposure to key terms.
Examples from Exploros Experiences
Activating background knowledge
Fostering word associations
Incorporating context clues
Promoting repeated exposure to key terms
SWIRL Engagement: Active Learning for Language Development
Research Insight:
Huynh (2022) advocates for lessons that actively involve students in speaking, writing, interacting, reading, and listening, providing a holistic approach to language acquisition.
Exploros Strategies:
Exploros distinguishes itself by ensuring that all students, including emergent bilinguals, actively participate in lessons. Through group discussions, students contribute their perspectives and opinions, actively participating in all aspects of SWIRL. This approach not only enhances language development but also aids in retaining content actively.
Speaking | Example: Mexico: Society and Culture
Elements & Supports: speech-to-text, drawing element, live video, discussion walls |
Writing |
Elements & Supports: Supports: text-to-speech, drawing tool, grammar tools (on device), graphic organizers, discussion walls, Google Docs integration |
Interacting |
Elements & Supports: word clouds, polls, collaborative tool, text-to-speech, speech-to-text, Google Translate |
Reading | Example: Early Reconstruction
Elements & Supports: article summaries, text-to-speech, Google Translate |
Listening | Example: Human Rights Abuses
Elements & Supports: text-to-speech, Google Translate, live video |
Research Insight:
Lesley University (n.d.) highlights the efficacy of instructional models like the 5E Model in helping students build a strong foundation of knowledge through active participation.
Exploros Strategies:
Exploros employs the 5E Model, grounded in the constructivist theory of learning. This model facilitates systematic experiences and inquiries, allowing emergent bilinguals to construct meaning from concepts, vocabulary, and events in a logical sequence. The teacher serves as a facilitator, promoting active participation either individually or in groups.
Visual and Auditory Accompaniment
Research Insight:
Park and Kim (2016) assert that learners engaging in tasks in hypermedia learning contexts tend to learn and retain vocabulary better, enhancing reading comprehension.
Exploros Strategies:
Exploros recognizes the importance of engaging emergent bilinguals through hypermedia support. The platform incorporates hundreds of videos, graphics, pictures, political cartoons, and audio files to stimulate learning and encourage discussions. Embedded elements such as drawing tools, Google Drive integration, and live photo options ensure students have multiple ways to contribute. Document-based questions, akin to STAAR 2.0, involve the analysis of primary resources, further enriching the learning experience.
Hypermedia Materials within Exploros:
Article Summaries: Article summaries embedded in the lessons or as a stand-alone resource to be shared with students in a digital or print format.
Multiple Ways for Students to Respond: Open-ended responses, graphic organizers, drag and drop, charts/graphs, polls, word clouds, and illustrations and drawings
Real-time Data: Real-time data to help teacher identify re-teach needs and students to make corrections and edits
Summative assessment quiz at the end of every experience, using a variety of test types: multiple choice, multi-select, drag and drop, hot text, hot spot, multi-part EBSR, and inline choice.
Primary Source Text: excerpts or full text of famous historic documents and speeches
Secondary Source Text: articles from reliable sources, such as ushistory.org and history.com.
Videos: short videos about the topic, to help support auditory learners
Maps and Charts: visuals that support the topic and develop student social studies skills
In addition to these embedded materials, Exploros pairs with:
Google Translate
Google Read and Write
Natural Reader
And more
Exploros, with its research-backed strategies and commitment to addressing the unique needs of emergent bilinguals, stands as a valuable tool in the realm of Social Studies education. By focusing on vocabulary enrichment, active engagement, systematic instruction, and technical support, Exploros empowers emergent bilinguals to overcome language barriers and actively participate in the learning process.
Works Cited:
Short, D., & Echevarria, J. (2016). Developing Academic Language with the SIOP Model.
Huynh, T. (2022). "3 Strategies to Support English Language Learners in Social Studies." Edutopia.
Empowering Students: The 5E model explained | Lesley University. (n.d.). https://lesley.edu/article/empowering-students-the-5e-model-explained
Park, H.-R., & Kim, D. (2016). "English Language Learners’ Strategies for Reading Computer-Based Texts at Home and in School." CALICO Journal, 33(3). https://doi.org/10.1558/cj.v33i3.26552