Term

Spring 2024

Capstone

Capstone Project

Degree Name

MA-TESOL

Facilitator(s)

Julia Reimer and Julianne Scullen

Content Expert

Sarah Pradt

Abstract

Many teachers expect their students to produce writing that adheres to academic language norms. However, these expectations are often rooted in socially-constructed ideologies rather than founded on established linguistic facts. Academic language forms derive from standard language varieties, which, contrary to popular belief, are not more correct, more prestigious, or more valuable than any other variation. Instead, “standard” language is an embodiment of the linguistic practices of the dominant social group, and notions of its superiority are used to reinforce societal power structures. Since academic language is derived from standardized forms, it too is used to maintain social hierarchies and, as a result, stigmatizes and marginalizes diverse variations and their users. This project, which culminates in a digital toolkit of information, strategies, and resources for secondary English Language Arts (ELA) teachers, introduces alternative approaches to writing instruction that are inclusive, rather than exclusive, of multilingual learners and students who are being marginalized.

Project Type

Website Creation

Keywords

Multicultural Education, Teachers/ Teaching, Writing, Multilingual Learners

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

Included in

Education Commons

Share

COinS