Term

Fall 2025

Capstone

Capstone Project

Degree Name

MA-TESOL

Facilitator(s)

Betsy Parrish

Abstract

Kamano, J. (2025). Integrating Translanguaging into TRTW: A Professional Development Series for K-5 Teachers

The research question addressed in this capstone project is: How can translanguaging strategies be used in mainstream elementary classrooms to support the literacy development and cultural identity of multilingual learners? This capstone examines research on translanguaging pedagogy, multilingual identity, literacy development, and oral language scaffolding to identify practices that expand access for multilingual learners. Drawing on this literature, the project includes the creation of a three session professional development series designed to introduce teachers to translanguaging as a pedagogical stance, along with six structured Talk-Read-Talk-Write (TRTW) lessons for K-5. These lessons are aligned with Minnesota academic standards and WIDA English Language Development (ELD) standards and demonstrate how multilingual supports, predictable routines, and identity-affirming practices can be embedded authentically within literacy instruction. The concluding chapter discusses implications for classroom practice and educational policy, limitations of the project, and recommendations for future research. Overall, this project contributes to the field by offering practical, ready-to-implement tools that help teachers enact translanguaging in mainstream settings and by showing how structured routines like TRTW can make linguistic equity visible and actionable.

Keywords

Translanguaging; Multilingual Learners; TRTW; Literacy Development; Professional Development; WIDA; Minnesota Standards

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

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