Term
Summer 2024
Capstone
Capstone Project
Degree Name
MALED
Facilitator(s)
Trish Harvey
Content Expert
Lee-Ann Stephens
Abstract
This capstone project aims to find answers to the research question, How can translanguaging be strategically utilized in elementary instruction for multilingual newcomers as they move between language and mainstream classrooms? The question stems from an increased number of multilingual newcomers entering schools in the U.S. This project offers a way to meet the needs of these students through an integration of language learning and content learning that values students’ home languages as a foundation for their learning. In this capstone, the author presents a review of literature on multilingual newcomers, multilingual learning program models, the theory and practice of translanguaging, and language acquisition theories. The capstone project culminates in a curriculum that includes one four-week unit intended for use in a multilingual learning classroom, with daily 30-minute lessons. It aligns students’ language learning with the learning in their mainstream classroom curriculum and utilizes translanguaging to support their academic and linguistic success. The goal of this project is to provide teachers of multilingual newcomers with an example of how they can practically implement both translanguaging and alignment between content and language learning.
Project Type
Curriculum
Keywords
ESL/ ELLs, Literacy, Multicultural Education, Teachers/ Teaching
Recommended Citation
Moklestad, Elizabeth, "Translanguaging in the Multilingual Learning and Mainstream Classrooms: A Unit of Study Designed for Elementary Multilingual Newcomers" (2024). School of Education and Leadership Student Capstone Projects. 1062.
https://digitalcommons.hamline.edu/hse_cp/1062
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects