Term
Fall 2025
Capstone
Capstone Project
Degree Name
MALED
Facilitator(s)
Jennifer Carlson
Content Expert
Jacques Elate Joss
Abstract
Education research has consistently found that supporting students’ understanding of morphology leads to positive literacy outcomes. Students who are English Language Learners may need differentiated support than their English-only peers in this area. Currently, the majority of resources for morphology instruction with ELL students reference Spanish-speakers and rely on cognates between Spanish and English. After Spanish, Somali and Hmong represent the next largest language groups of Minnesota’s ELL population and it is difficult to find resources to support speakers of these languages’ understanding of morphology. Research was conducted to find morphology best practices which do not rely on cognates and which would be appropriate for Somali- and Hmong-speaking students. It was found that when educators increase their own metalinguistic awareness and understand something about the morphology systems of their students’ home languages, they are better prepared to teach morphology effectively.
Project Type
Website Creation
Keywords
ESL/ ELLs, Foreign Language, Literacy, Best Practices
Recommended Citation
Bergantine, Danna, "Supporting Somali- and Hmong-Speaking English Language Learners’ Acquisition of Morphological Awareness" (2025). School of Education and Leadership Student Capstone Projects. 1168.
https://digitalcommons.hamline.edu/hse_cp/1168
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects