Capstone Project Title

Elementary Literacy Engagement and Language Validation: A Guide to Engage Students and Families Using Culturally and Linguistically Responsive Practices

Term

Fall 2020

Capstone

Capstone Project

Degree Name

MAT

Facilitator(s)

Trish Harvey

Content Expert

Kirsten Wickman

Abstract

Data shows an academic achievement gap exists at national, state, and local levels. After considering the gap locally, in a first ring suburb of a major metropolitan midwestern city, focus turned towards the underserved students impacted. Following in the footsteps of educators who have gone before, and prominently guided by the literature by Hollie: Culturally and linguistically responsive teaching and learning: Classroom practices for student success ( 2018) and S trategies for culturally and linguistically responsive teaching and learning ( 2015), action was taken in the elementary school setting to increase engagement with students and families specifically in regards to literacy. Three professional development sessions were designed to answer the research question: how can elementary educators use Culturally and Linguistically Responsive (CLR) teaching practices to increase engagement in literacy and validate language? The professional development sessions provide a framework to share information to improve professional practice of teachers, and assist them in cultivating CLR practices that would engage students and families. The goal of the project is to meet the needs of educators with all comfort levels of CLR. All three sessions include personal reflection (mindset), examination of resources (skillset), and planning time (call to action).

Project Type

Professional Development

Keywords

Literacy, Multicultural Education, Staff Development

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

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