Term

Spring 2020

Capstone

Thesis

Degree Name

MAT

Primary Advisor/Dissertation Chair

Andreas Schramm

Secondary Advisor/Reader One

Bridget Erickson

Peer-Reviewer/Reader Two

Kelly Grucelski

Abstract

Commonly used EL supports, such as sentence stems may help students complete one writing task, but do not promote a deeper understanding of the language that would allow students to generalize language patterns across assignments. Through the exploration of the research questions: 1. “What instructional strategies build the metalinguistic knowledge necessary for ELLs to successfully produce and revise their writing?” 1a. “How effective is the teaching learning cycle when it is paired with Assessment for Learning Strategies ? ” 2a. “How effective is the teaching/learning cycle when it is paired with the Talk, Read, Talk, Write framework?” this case study utilized a mixed-methods approach to assess the development of metalinguistic understanding during a literary novel study in a 7th grade sheltered language arts classroom. The participant engaged in the teaching/learning cycle, as well as Assessment for Learning and Talk, Read, Talk, Write strategies to build linguistic capacity in the areas of Theme/Rheme and elaboration. Pre and Post-Test assessments of a student writing sample, as well as observational data regarding the student’s participation in the instructional activities was gathered. At the conclusion of the unit, the participant showed growth in the area of text cohesion(Theme/Rheme) but did not grow as much in the area of elaboration. Limitations of the study and ideas for further research were also identified.

Research Methodology

case study

Keywords

Utilizing the Teaching/Learning Cycle, assessment, English language learner

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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