Capstone/Dissertation Title

A Low Educated Second Language and Literacy Acquisition (LESLLA) Teacher’s Experience Implementing a Standards-­‐Based Unit on Oral Clarification Strategies


Spring 5-12-2015



Degree Name


Primary Advisor/Dissertation Chair

Patsy Vinogradov

Secondary Advisor/Reader One

Julia Reimer

Peer-Reviewer/Reader Two

Dan Bruski


This qualitative study was designed to investigate the implementation of CCR standards with a class of recent refugees who were not formally educated and were not literate in their original languages. Data included the researcher’s teaching journal and field notes, as well as field notes from an observing LESLLA teacher, and was centered on the teaching of speaking, with a particular emphasis on clarification strategies. Findings indicate that the standards are useful for educators to be aware of the overall educational goals, and that some points of the standards can be taught in the LESLLA environment—However, this study’s findings call for the development of standards designed specifically for LESLLA learners.


Low-literate Adult ESL, speaking standards

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