Term

Fall 2019

Capstone

Thesis

Degree Name

MAT

Primary Advisor/Dissertation Chair

Michelle Benegas

Secondary Advisor/Reader One

Sara George

Peer-Reviewer/Reader Two

Leah Soderlund

Abstract

The field of education is a dynamic one due to the ever-changing demographics of the society it seeks to serve. Research has shown that the number of culturally and linguistically diverse students in schools is increasing. As a result, schools and educators need to meet the academic and linguistic needs of culturally and linguistically diverse students. Past research as also shown that Speech-Language Pathologists must differentiate between a language disorder or language difference when working with a culturally and linguistically student and they should collaborate with a bilingual interpreter or bilingual teacher during this process. However, much of the past research does not elaborate on the role of the English Language Learner (ELL) teacher in this process. Researching the experiences of ELL teachers and Speech-Language Pathologists who work with culturally and linguistically diverse students will be beneficial in that it will help gain some more insight into what these language experts do when working with this student population. Furthermore, it will provide essential information for educators, administrators, and other important stakeholders in order to ensure that the academic and linguistic needs of culturally and linguistically diverse students are being met through appropriate language services.

Research Methodology

Interview, Survey (attitude scale, opinion, questionnaire)

Keywords

ESL/ ELLs, ELL Teachers, Speech-Language Pathologist, Collaboration

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Theses and Dissertations

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