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

Included in

Education Commons

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