Capstone Project Title
Mulligan, C. Helping Secondary EL Students Become More Effective Writers (2020) Secondary EL students do not consistently have access to equitable writing instruction. Students should expect that teachers are delivering writing instruction that will enable them to write successfully for academic and professional purposes. This capstone sought to answer the question: How can teachers of EL learners ensure that students utilize their entire linguistic repertoire to access the linguistic structures they need in order to communicate effectively for academic tasks? The following themes emerged in the literature reviewed: academic language and systemic functional linguistics, writing and grammar instruction for ELs, equity and culturally responsive teaching, and translanguaging. According to research, systemic functional linguistics, or SFL, and translanguaging are practices that can help level the playing field for ELs when it comes to writing in the classroom. This research led into the creation of a writing curriculum incorporating both SFL and translanguaging as a way to provide explicit writing instruction as well as a strategy to help students access all of their linguistic knowledge, and not only English, to write about what they know.
Curriculum, ESL/ ELLs, Writing, Translanguaging
Mulligan, Chanda, "HELPING SECONDARY EL STUDENTS BECOME MORE EFFECTIVE WRITERS" (2020). School of Education Student Capstone Projects. 558.
School of Education Student Capstone Projects