ABSTRACT
Like U.S. history programs, world history programs are, in significant ways, expressions of national outlooks. Thus, what ELLs who have recently arrived from Vietnam hear in World History about the war fought in Southeast Asia from the 1950s to the 1980s, for example, will most likely differ significantly from their prior school knowledge. Although many other cases may be less striking, as Danker (2005) points out, the “cultural threads” ELLs carry with them “subtly determine” how they “make sense of and react to the world” (p. 80).
