Capstone Project Title

Connecting Culturally And Linguistically Responsive Protocols To Language Learning In A Third-Grade French Immersion Classroom

Term

Spring 2019

Capstone

Capstone Project

Degree Name

MAT

Facilitator(s)

Trish Harvey

Content Expert

Dana Zetterlund

Abstract

The basis of this capstone is to address the question: How do culturally and linguistically responsive discussion protocols assist in language learning in a third-grade French immersion classroom? The author describes her connections to immersion programs and culturally and linguistically responsive teaching, and what drove her to research this topic. The literature then delves into the three aspects of the research question; culturally and linguistically responsive teaching, language learning, and French immersion programs. The basis of the work revolves around Doctor Sharroky Hollie’s research around CLR pedagogy, and how this information can be transferred to encourage more oral language production in the classroom. Next, the author describes the social studies unit capstone project, the intended audience and outcomes, as well as the theorists that influenced this work. The final chapter explains how this research can benefit other educators and be communicated.

Project Type

Curriculum

Keywords

Assessment, Curriculum, Foreign Language, Learning Styles

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

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