Term
Fall 2019
Capstone
Restricted Capstone Project
Degree Name
MA-TESOL
Facilitator(s)
Andrew Parker
Content Expert
Andrew Parker
Abstract
The purpose of this research project was to create a curriculum that supports each student’s English language learning needs while not only representing each student’s culture, but also create learner autonomy and multi-cultural awareness and acceptance. It records the theoretical research behind creating the curriculum and also documents the personal attempts of administering the curriculum within a classroom setting, which included mostly Somali students in an urban school. Erikson’s theory played a huge role in this project as students search for their own identities within their peer groups and their own uniqueness. The project explains how the theory of building more learner autonomy in the classroom comes down to how the classroom is set up, creating a community, and giving more focused direction than what would originally have been taught. Even though this is a capstone project, this paper includes a lot of trial and error as the writer experienced challenges in her own classroom and had to move away from what she thought students could do, and focus on where students were at.. Some students were able to grasp the knowledge quickly, while others had to have more support. Future research would include further focus on motivation and school set up.
Project Type
curriculum
Keywords
student's culture, learner autonomy, multi-cultural awareness, acceptance
Recommended Citation
Holman, Rebecca Catherine, "A Culturally Responsive Teaching Curriculum for Adolescent ELL Students" (2019). School of Education and Leadership Student Capstone Projects. 430.
https://digitalcommons.hamline.edu/hse_cp/430
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects