Term
Fall 12-13-2015
Capstone
Thesis
Degree Name
MALED
Primary Advisor/Dissertation Chair
Karen Moroz
Secondary Advisor/Reader One
Sally Platt
Peer-Reviewer/Reader Two
Mary Sande
Abstract
The research question addressed in this capstone is how can a critical literacy unit on exploring identity enable secondary ELLs to find voice and take action? It documents the creation of a twelve lesson unit organized around three target texts and one digital storytelling project. These lessons blend the components of the SIOP Model for effective instruction of English learners (Echevarría, Short, and Vogt, 2013) with activities to promote critical literacy. Additionally, the author documents the relevant research used in the creation of the curriculum along with the successes and challenges of the curriculum development process. In reflecting on the final product, the author concludes that critical literacy is not only an important literacy to foster within students, but critical literacy should also be a lens through which teachers design their curriculum and instruction in order to promote equity in the secondary ESL classroom and beyond.
Research Methodology
Curriculum Development
Keywords
Curriculum, ESL/ ELLs, Literacy, Social Justice
Recommended Citation
King, Jennifer Ann, "Critical Literacy for Linguistically Diverse Students" (2015). School of Education and Leadership Student Capstone Theses and Dissertations. 269.
https://digitalcommons.hamline.edu/hse_all/269