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Supporting curriculum learning and language learning with an ESOL learner in a mainstream class

Elaine W. Vine, Adrienne Alton-Lee, and Lena Klenner

Two ERUDITE (Educational Research Underpinning Development in Teacher Education) case studies of teacher-child interactions during a social studies curriculum unit focus on a Samoan boy who is a beginner at learning English, and his class teacher. The case studies explore how the teacher supports his curriculum learning and his English language learning. The analysis shows teachers can engage ESOL learners with curriculum content from the outset, and identifies effective teacher strategies.

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