What Does English Learners’ Writing Reveal? A Case Study of Structured Academic Controversy in a High School Social Studies Classroom

Clara Lee Brown (Department Leadership, Language, Culture, & Teacher Education, University of Tennessee, Knoxville, USA)
Stewart Waters (Department Leadership, Language, Culture, & Teacher Education, University of Tennessee, Knoxville, USA)
William B. Russell (School of Teacher Education, University of Central Florida, Florida, USA)

Research in Social Sciences and Technology
Vol 11 No 2 (2026): Research in Social Sciences and Technology (Special Issue)

This paper investigates how a Structured Academic Controversy (SAC) approach can support English learners (ELs) with below-grade-level English proficiency in meeting rigorous national social studies standards. In a case study, three high school ELs in a U.S. History class wrote protest letters to President Franklin D. Roosevelt about the World War II Japanese American internment (Executive Order 9066). Prior to writing, students analyzed primary sources using guiding questions to consider multiple perspectives. Analysis of the letters revealed evidence of four National Council for the Social Studies (NCSS) thematic standards (Themes 1, 2, 5, and 10), while focus group interviews showed student awareness of two of the same themes (Themes 2 and 5) and one additional theme (Theme 6). These findings suggest that SAC enabled ELs to access rigorous content while addressing NCSS standards. A key benefit of SAC was the development of critical thinking and communication skills essential for democratic participation. The SAC process also afforded ELs meaningful opportunities to produce authentic writing that demonstrated engagement with high-level social studies concepts and civic reasoning.