Term
Summer 2017
Capstone
Thesis
Degree Name
MAEd
Primary Advisor/Dissertation Chair
Ann Mabbott
Secondary Advisor/Reader One
Garett Smith
Peer-Reviewer/Reader Two
Claire Eder
Abstract
With globalization, the need and benefits of multilingualism become increasingly clear (Diamond, 2010). This study aims to identify how multilingualism is valued in a school by comparing the teachers’ perceptions of students taking world language classes versus those taking ESL classes. By understanding the perceptions of teachers towards students engaged in becoming multilingual, the study provides information on how multilingualism is perceived by the school community. Students taking world language classes are praised for their language acquisition but ELs are viewed with a deficit perspective, their potentials overshadowed. Even though the school overtly promotes multilingualism, ELs may be marginalized due to their lack of English proficiency and their identity. Their marginalization hinders their feeling of belongingness in a school where the norm is white, monolingual and English-speaking, and this may affect their academic success.
Research Methodology
Ethnography, Interview, Observation
Keywords
ESL/ ELLs, Foreign Language, Multicultural Education, Teachers/ Teaching
Recommended Citation
Yamashita, Kazusa, "Valuing Multilingualism: Differences In Perceptions Of Students In World Language Classes Versus Students In ESL" (2017). School of Education and Leadership Student Capstone Theses and Dissertations. 4364.
https://digitalcommons.hamline.edu/hse_all/4364