Term
Spring 2019
Capstone
Capstone Project
Degree Name
MAESL
Facilitator(s)
Julia Reimer
Content Expert
Jen Andrews van Horne
Abstract
Given the growing number of English language learners (ELs) in mainstream classrooms, teachers of these students will need to be increasingly prepared to meet both the content and language demands of these learners. This Capstone project consists of a 2-day professional development workshop for mainstream teachers of ELs. The project seeks to empower participants to combat issues of educational equity in classrooms through awareness of EL academic learning needs and the use of research-based, oral academic discourse strategies. These strategies, which include Productive Talk Moves, have been shown to effectively support the academic language needs of ELs in content-areas classrooms. Additionally, variables impacting the implementation of such strategies, such as teacher misconceptions and deficit-based beliefs are also explored. Opportunities for reflection within a Transformative Theory model are provided throughout the project.
Project Type
Professional Development
Keywords
ESL/ ELLs, Staff Development, Collaborative Discourse
Recommended Citation
Nelson-Cheeseman, Ciera, "Oral Academic Discourse: How it Supports Educational Equity for ELs in the Mainstream Classroom – A Professional Development Workshop for Mainstream Teachers of ELs" (2019). School of Education and Leadership Student Capstone Projects. 274.
https://digitalcommons.hamline.edu/hse_cp/274
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University