Term

Spring 2019

Capstone

Capstone Project

Degree Name

MAESL

Facilitator(s)

Andreas Schramm

Content Expert

Amy Carruthers

Abstract

This research project sought the answer to the question: Is there a correlation between the maintenance of Somali heritage language and academic performance in relation to national norms of urban Somali elementary students in a focus school? Key indicators of heritage language maintenance were determined through research and were identified as Family Language Policies, socioeconomic factors, prestige, identity, and motivation. The project focused on the collection of academic data and interviews of urban Somali parents, guardians, and students to determine if there is a relationship between heritage language maintenance and academic achievement. Interview data was coded and checked for reliability then compared to student academic performance to discover the relationship. The results indicate that students with higher self-reported Somali language usage and higher positive heritage language maintenance indicators did better academically than students with the reverse.

Project Type

Professional Development

Keywords

ESL/ ELLs

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

Included in

Education Commons

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