Humanizing and Linguistically Responsive Pedagogy

Abstract

This chapter examines the work of successful, self-identifying critical social studies teachers who demonstrated (or a desire to adopt) a humanizing pedagogy and linguistically responsive practice in support of their mainstream English language learning (ELL) students. The author proceeds by outlining some of the challenges ELLs face, some of the linguistic theories in their support, and how social studies disciplinary skills (inquiry and dialogue) can exist as a part of linguistically supportive social studies pedagogy. The teachers in this critical case study successfully incorporated supportive disciplinary, linguistically, and culturally responsive pedagogical approaches to social studies teaching. However, because the teachers had little linguistic training, the author argues they could have benefited from formally incorporating supportive language practices in their everyday pedagogies.