Term
Summer 2017
Capstone
Capstone Project
Degree Name
MAESL
Facilitator(s)
Susan Manikowski
Abstract
The research question addressed in this project was, how do relative constructions in Somali compare to relative constructions in English, what difficulties do Englishlanguage learners have acquiring relatives, and what teaching strategies are most appropriate for these learners? It documents one teacher’s creation of a unit focused entirely around the acquisition of relative constructions, using strategies that have been identified as most effective, such as learning subject relatives and object relatives in sequence and utilizing repeated timed reading. The author provides lesson plans and activities that align with the best practices outlined in the research, with particular consideration given to Somali-speaking students and students with limited or interrupted formal education
Project Type
Curriculum
Keywords
Adult Education, Curriculum, ESL/ ELLs, Literacy
Recommended Citation
Rynda, Kelly M., "Curriculum For Teaching Relative Constructions To Somali-Speaking Learners Of English" (2017). School of Education and Leadership Student Capstone Projects. 10.
https://digitalcommons.hamline.edu/hse_cp/10
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University