Empowering Bilingual ELLs in Social Studies: Translanguaging and Culturally Relevant Pedagogy in action

1
Yu Ren Dong
Yu Ren Dong
2
Dr. Yu Ren Dong
Dr. Yu Ren Dong

Send Message

To: Author

GJHSS Volume 25 Issue G7

Article Fingerprint

ReserarchID

SA8F7

Empowering Bilingual ELLs in Social Studies: Translanguaging and  Culturally Relevant Pedagogy in action Banner
  • English
  • Afrikaans
  • Albanian
  • Amharic
  • Arabic
  • Armenian
  • Azerbaijani
  • Basque
  • Belarusian
  • Bengali
  • Bosnian
  • Bulgarian
  • Catalan
  • Cebuano
  • Chichewa
  • Chinese (Simplified)
  • Chinese (Traditional)
  • Corsican
  • Croatian
  • Czech
  • Danish
  • Dutch
  • Esperanto
  • Estonian
  • Filipino
  • Finnish
  • French
  • Frisian
  • Galician
  • Georgian
  • German
  • Greek
  • Gujarati
  • Haitian Creole
  • Hausa
  • Hawaiian
  • Hebrew
  • Hindi
  • Hmong
  • Hungarian
  • Icelandic
  • Igbo
  • Indonesian
  • Irish
  • Italian
  • Japanese
  • Javanese
  • Kannada
  • Kazakh
  • Khmer
  • Korean
  • Kurdish (Kurmanji)
  • Kyrgyz
  • Lao
  • Latin
  • Latvian
  • Lithuanian
  • Luxembourgish
  • Macedonian
  • Malagasy
  • Malay
  • Malayalam
  • Maltese
  • Maori
  • Marathi
  • Mongolian
  • Myanmar (Burmese)
  • Nepali
  • Norwegian
  • Pashto
  • Persian
  • Polish
  • Portuguese
  • Punjabi
  • Romanian
  • Russian
  • Samoan
  • Scots Gaelic
  • Serbian
  • Sesotho
  • Shona
  • Sindhi
  • Sinhala
  • Slovak
  • Slovenian
  • Somali
  • Spanish
  • Sundanese
  • Swahili
  • Swedish
  • Tajik
  • Tamil
  • Telugu
  • Thai
  • Turkish
  • Ukrainian
  • Urdu
  • Uzbek
  • Vietnamese
  • Welsh
  • Xhosa
  • Yiddish
  • Yoruba
  • Zulu

This study uses the qualitative case study method to examine how an urban 9th-grade Spanish bilingual global history teacher’s implementation of culturally relevant and translanguaging pedagogies to teach social studies to his secondary bilingual ELLs (English Language Learners). The results show that the bilingual social studies teacher’s in-depth understanding of the students’ home language and culture, as well as their previous literacy education experiences, is key to motivating, engaging, and sustaining the students’ learning of social studies. Equally important is the teacher’s willingness to utilize the students’ culturally familiar knowledge and multilingual and multimodal resources to create translanguaging opportunities that advance their social studies learning. The findings argue for training social studies teachers to use culturally relevant and translanguaging pedagogies in social studies instruction to bilingual ELLs.

Article file ID not found.

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

Data Availability

Not applicable for this article.

Yu Ren Dong. 2026. \u201cEmpowering Bilingual ELLs in Social Studies: Translanguaging and Culturally Relevant Pedagogy in action\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 25 (GJHSS Volume 25 Issue G7): .

Download Citation

Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

Keywords
Classification
Not Found
Version of record

v1.2

Issue date

November 1, 2025

Language

English

Experiance in AR

The methods for personal identification and authentication are no exception.

Read in 3D

The methods for personal identification and authentication are no exception.

Article Matrices
Total Views: 125
Total Downloads: 28
2026 Trends
Research Identity (RIN)
Related Research

Published Article

This study uses the qualitative case study method to examine how an urban 9th-grade Spanish bilingual global history teacher’s implementation of culturally relevant and translanguaging pedagogies to teach social studies to his secondary bilingual ELLs (English Language Learners). The results show that the bilingual social studies teacher’s in-depth understanding of the students’ home language and culture, as well as their previous literacy education experiences, is key to motivating, engaging, and sustaining the students’ learning of social studies. Equally important is the teacher’s willingness to utilize the students’ culturally familiar knowledge and multilingual and multimodal resources to create translanguaging opportunities that advance their social studies learning. The findings argue for training social studies teachers to use culturally relevant and translanguaging pedagogies in social studies instruction to bilingual ELLs.

Our website is actively being updated, and changes may occur frequently. Please clear your browser cache if needed. For feedback or error reporting, please email [email protected]
×

This Page is Under Development

We are currently updating this article page for a better experience.

Request Access

Please fill out the form below to request access to this research paper. Your request will be reviewed by the editorial or author team.
X

Quote and Order Details

Contact Person

Invoice Address

Notes or Comments

This is the heading

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

High-quality academic research articles on global topics and journals.

Empowering Bilingual ELLs in Social Studies: Translanguaging and Culturally Relevant Pedagogy in action

Dr. Yu Ren Dong
Dr. Yu Ren Dong

Research Journals