Term
Spring 2021
Capstone
Capstone Project
Degree Name
MA-TESOL
Facilitator(s)
Julia Reimer
Content Expert
Laura Gehlhar
Abstract
Research has shown that code-switching can aid in students’ English learning and help them feel as if their first language (L1) and its culture are valuable; however, many teachers who are not educated in English Language Learner (ELL) best practices can be hesitant to include code-switching in their lessons and might even actively discourage it. The question addressed in this project is: how can code-switching be used in the mainstream high school classroom taught by monolingual teachers to enhance learning for ELL students in the areas of writing fluency and reading comprehension? The paper explores the literature that supports code-switching in the classroom, even when the teacher cannot speak the students’ L1. The project is a series of three professional development sessions in which teachers are introduced to the benefits and limitations of code-switching, learn strategies for implementing code-switching in their classroom, and reflect on their learning. The project also includes sample lesson plans from five different content areas which implement the strategies discussed in the sessions. The goal of this project is to help teachers learn how to use students’ first languages in the classroom in a way that is inclusive and beneficial to their English learning and socioemotional wellness.
Project Type
Professional Development
Keywords
ESL/ ELLs, Staff Development, Teachers/ Teaching
Recommended Citation
Maki, Rebecca, "Code-Switching in the Classroom" (2021). School of Education and Leadership Student Capstone Projects. 640.
https://digitalcommons.hamline.edu/hse_cp/640
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects