South Carolina Association for Middle Level Education Journal


Throughout my career in middle level education, I have taken note of how my emergent bilingual students react to assignments and lessons in my history classes. Direct instruction and primary source materials can prove especially challenging. In this article, I hope to provide middle school Social Studies educators with strategies that I have found to be successful in my classroom when teaching English Learner (EL) students history. Building a relationship, adhering to accommodations, scaffolding concepts and vocabulary, and incorporating a student’s culture into lessons can help us overcome the “Huh?” in the classroom.