Term
Spring 2024
Capstone
Capstone Project
Degree Name
MA-TESOL
Facilitator(s)
Julia Reimer and Julianne Scullen
Content Expert
Sarah Pradt
Abstract
Many teachers expect their students to produce writing that adheres to academic language norms. However, these expectations are often rooted in socially-constructed ideologies rather than founded on established linguistic facts. Academic language forms derive from standard language varieties, which, contrary to popular belief, are not more correct, more prestigious, or more valuable than any other variation. Instead, “standard” language is an embodiment of the linguistic practices of the dominant social group, and notions of its superiority are used to reinforce societal power structures. Since academic language is derived from standardized forms, it too is used to maintain social hierarchies and, as a result, stigmatizes and marginalizes diverse variations and their users. This project, which culminates in a digital toolkit of information, strategies, and resources for secondary English Language Arts (ELA) teachers, introduces alternative approaches to writing instruction that are inclusive, rather than exclusive, of multilingual learners and students who are being marginalized.
Project Type
Website Creation
Keywords
Multicultural Education, Teachers/ Teaching, Writing, Multilingual Learners
Recommended Citation
Mann, Rachel, "Inclusive Approaches to Teaching Writing to Users of Diverse Englishes in the Secondary ELA Classroom" (2024). School of Education and Leadership Student Capstone Projects. 1010.
https://digitalcommons.hamline.edu/hse_cp/1010
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects