Term

Summer 2017

Capstone

Thesis

Degree Name

MAESL

Primary Advisor/Dissertation Chair

Ann Mabbott

Secondary Advisor/Reader One

Amy Hewett-Olatunde

Peer-Reviewer/Reader Two

Sonya Zuker

Abstract

My research seeks to answer the questions How can students gauge their own prosody of targeted collocations?, What feedback and strategies can content teachers use to aid students? and Can a holistic rubric aid students’ learning to produce academic collocations?. To answer these questions I designed a study given to six sixth grade level four and five English language learners (ELs). Eight academic collocations were chosen from the students’ social studies textbook as the targeted language. The research examined the ELs’ language use using a holistic speaking and writing rubric designed for teacher assessment and a student self-monitoring sheet. The assessment results were then compared with the students’ self-assessments. The paper discusses challenges ELs face in the mainstream classroom and suggests strategies teachers can use in the classroom to further promote language mastery in both speaking and writing domains.

Research Methodology

Case Study, Curriculum Development, Observation

Included in

Education Commons

Share

COinS