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Kevin And Kayla's School: A Case Study

701 Words3 Pages

Kevin and Kayla seemed to be two completely different students. There are some obvious differences in terms of their age and grade-level. They go to two different school settings. In one hand, Kayla goes to a diverse school, which its proximity to Southern Illinois University makes possible to its students to be in mutual interaction among culturally and linguistically different groups. In the other hand, Kevin attends a less diverse school in terms of ethnic groups. However, it deems relevant to point the percentage of minority students who attend this school. Despite these differences, Kevin and Kayla’s background are somewhat similar. In both cases, their families play an important role in their development of historical thinking. Thus, the connections of our findings with the current literature will be based on the importance of the students’ family backgrounds to develop their historical thinking, and the challenges that history teachers …show more content…

In this school only 6.9% of the students are defined as hispanic. The growing number of speakers of other languages (e.g. Kayla’s school), especially of Spanish speakers, face challenges especially related to the lack of access to the language and subject matter (Short, Vogt, & Echevarria, 2011). The history teacher needs to be aware of these challenges and try to find ways to develop a better approach to introduce historical thinking to second language learners by understanding historical thinking away from traditional methods of teaching and learning as a way to make second language learners more autonomous in the way they critically face historical questions (Salinas, Franquiz, & Guberman, 2006). Kevin and Kayla’s background has provide insights of the multiple challenges that the history teacher faces. These challenges should be addressed in a way that the benefit for the student is translated in a form of developing their historical

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