Restricted Access Thesis
This capstone addressed the impact of employing meaning, learner-centered, participatory, and top-down approaches to teaching native language literacy (NLL) in Spanish (L1) for facilitating the transfer of literacy to English (L2). Key influences were Auerbach, Braslavsky, Freeman & Freeman, Freire, Gee, Scribner, Street, and Rivera. The author designed a curriculum that included L1 discussions and dialogue, as well as authentic, and learner-generated materials. The research paradigm was action research, and included oral surveys, a tutoring journal, learner portfolios, and checklists. The results revealed that learners were highly motivated, learned quickly, and began to use L1 literacy in their daily lives. Recommendations include considering NLL a helpful part of ESL development and to further explore the impact of learner-centered NLL instruction on L2 acquisition.
Málaga, Katharine, "Maestra, ¿qué es un alfabeto? = Teacher what is an alphabet? : teaching Spanish literacy as a tool for ESL literacy" (2008). School of Education Student Capstones and Dissertations. 358.