Capstone Project Title
The purpose of this capstone project is to address the question, how can teachers increase opportunities for quality academic talk for English Learners in the general education classroom? This was answered by researching data pertaining to the population of English learners in United States public schools, as well as, how historical context, issues of social justice, and sociolinguistic factors all affect English learners. Included in the research is also theories, definitions, and the importance of academic talk for productive learning. Several methods for increasing academic talk in the general education classroom are discussed, specifically Accountable Talk with Talk Moves ( Michaels & O’Connor, 2015; Resnick, L. B., Asterhan, C. S. C., & Clarke, S. N., 2018). Theories of adult learning are applied in the creation of a three session professional development series (Knowles, 2005; Mezirow, 1997). The intended audience of these professional development sessions would be elementary general education classroom teachers and administrators whose student population has a high percentage or concentration of English learners. This method was chosen, because classroom teachers have unique opportunities to present English learners with authentic, content-based opportunities for academic talk that are capable of producing higher order thinking and cognitive development, as opposed to teachers of English learners whose expertise and instruction is based on second language acquisition and development ( Ernst-Slavit & Wenger, 2016; Hamann & Reeves, 2013; Resnick, Asterhan, & Clarke, 2018; Zwiers, O’Hara, & Pritchard, 2014; Zwiers & Crawford, 2011)
ESL/ ELLs, Social Justice, Staff Development
O’Brien, Brianna Pontinen, "Increasing Opportunities for Academic Talk for English Learners in the General Education Classroom Professional Development Series" (2019). School of Education Student Capstone Projects. 412.
School of Education Student Capstone Projects