Abstract: The challenges facing Somali students developing print literacy skills have led to deficit discourse, teacher frustration, and strained school-family relationships. This capstone seeks to promote positive print literacy instruction for Somali students by asking: how can translanguaging and biliteracy pedagogies inform educators’ print literacy instruction for second-grade Somali emergent bilinguals? What activities and classroom strategies, based on translanguaging and biliteracy pedagogies, encourage second-grade Somali emergent bilinguals to engage with print literacy? A three-part handbook of activities is offered alongside this capstone for teachers of Somali emergent bilinguals to encourage translanguaging through read- alouds, multilingual writing tasks, and the use of the Preview-View-Review strategy. This capstone reviews the research regarding print literacy instruction and translanguaging for Somali emergent bilinguals, describes the creation of the handbook, offers reflection on the author’s new insights, and concludes that translanguaging and biliteracy pedagogies can improve Somali students’ agency and voice in print literacy instruction.
Samadi, Ahmad, "How Can Support and Stability Prevent Teacher Burnout and Support Teacher Retention?" (2020). School of Education and Leadership Student Capstone Projects. 526.
School of Education Student Capstone Projects