Capstone/Dissertation Title

Multicultural myth and lore: increasing the academic literacy skills of English language learners in the sheltered language arts classroom





Degree Name



The research question addressed in this capstone was: how will I design a curriculum on myth and lore that will increase the academic literacy skills of English Language Learners? It documents the creation and design of a six-week curriculum on multicultural myth and lore for the sheltered ESL language arts setting at the middle school level. The author documents the details of the curriculum and uses related research literature to construct and validate the curriculum design. The curriculum draws upon Krashen's work on the Input Hypothesis, and Swain's work on the Output Hypothesis. The curriculum also draws on the work of Echevarria, Short and Power on the Sheltered Instruction Observation Protocol, with the goal of increasing academic literacy skills among English Language Learners.

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