Term
Summer 2018
Capstone
Capstone Project
Degree Name
MAESL
Facilitator(s)
Laura Halldin, Melissa Erickson
Content Expert
Stephany Jallo
Abstract
Teachers need to be able to teach all their students, including students who have been in refugee situations and have experienced trauma due to fleeing their home countries.There are many people leaving their home countries for a variety of reasons and many are experiencing gaps in their literacy i.e., SLIFE students. In order to address the question How can I inform educators about best practices for teaching former refugee English Language Learners? research was done and four professional development sessions were made to inform educators on best practices for students who have been in refugee situations. To teach these students we need to better understand their background. We must also have effective strategies that are tried and true, such as guided language acquisition development (GLAD), collaborative strategic reading, culturally relevant teaching, and family involvement. The best way I have found to share this understanding with other educators is through four professional development sessions that use a variety of adult learning strategies.
Project Type
Professional Development
Keywords
ESL/ ELLs, Staff Development, Teachers/ Teaching, SLIFE/SIFE
Recommended Citation
Kiiskila, Sarah, "Informing Educators On Best Practices For Former Refugee English Language Learners" (2018). School of Education and Leadership Student Capstone Projects. 191.
https://digitalcommons.hamline.edu/hse_cp/191
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations