Preparing history teachers to work with English learners through a focus on the academic language of historical analysis

This article reports empirical evidence about the influence of embedding language-based strategies into a history methods course to prepare novice history teachers to teach English learners (ELs). Mixed methods were used in an action research cycle to analyze participants' attitudes and preparedness to teach ELs history before and after being exposed to strategies for teaching the academic language of historical analysis. Data sources included surveys, interviews, observations, and student work. Findings suggest participants recognized a specialized language of history and their role as teachers of the language of history. Modifications to the infusion that increased language-based and literacy-focused activities seemed to contribute to an increased sense of preparedness for the second cohort. Participants found using language analysis to 'do history' helpful, but few could articulate how to utilize specific strategies. One implication is the language of history needs to be made visible to history teachers before they can teach language demands of history. A second implication is infusing language-based strategies in content methods classes is one component of a comprehensive approach to preparing teachers to teach ELs. Further research is recommended to follow participants into early teaching experiences, provide site-based coaching, observe transfer of teaching skills, and assess pupil learning.

► Novice history teachers recognized their role as teachers of the language of history. ► The language of history needs to be visible to history teachers before they can teach it. ► Novice history teachers need ongoing support to use language analysis to ‘do history.’ ► Integrating a language focus into methods classes equips history teachers to teach ELs.