ESL Teaching Practice for Latinx English Language Learners Who Have Experienced Immigration-related Trauma: A Pre-k and Kindergarten Teacher Curriculum Guide

Karen Huggins

Term

Fall 2020

Capstone

Capstone Project

Degree Name

MAT

Facilitator(s)

Trish Harvey

Content Expert

Dianne Nelson

Abstract

This capstone seeks to answer the question “ How can ESL teachers develop curriculum to support Latinx students who have experienced immigration-related trauma?” In order to do so, it reflects on professional experience working with students affected by trauma in a variety of capacities and environments. A literature review describes how modern social and political climates have affected immigration policy, and in turn, Latinxs living in the U.S. It explores the topic of trauma and how it affects individuals, schools, and communities. Information is given for how components of trauma-informed teaching support students’ cognitive and social-emotional development. ESL instruction is prime for implementing this; the guide and the coordinating project explore how to put this into practice with pre-kindergarten and kindergarten Latinx English Language Learners.

Project Type

Professional Development

Keywords

Developmentally Appropriate Practice, Early Childhood, Play-Based Learning

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

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