Capstone Project Title
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Lisa Marquardt & Michelle Benegas
This capstone project is a culmination of research, professional experience and educational growth. Through these lived experiences I studied what many sociolinguists have determined; the population of multilingual learners in the United States continues to increase. According to the Minnesota Education Equity Partnership (MnEEP, 2020), multilingual students are the fastest-growing student group in Minnesota, totaling 73,919 in the 2018-19 school year. Therefore, linguistic pedagogies such as multilingualism need to come to the forefront of professional development to educate and support non-ELL teachers to address the complex linguistic needs of multilingual learners. The paper begins with an introduction of why I chose to create the project including history of monolingual practices in education in the United States. The literature review addresses findings from linguistic scholars that found introduction of translanguaging pedagogy disrupted the monolingual approaches. A shift in pedagogical practices can lead to empowering multilingual learners. In my experience as a classroom teacher, there has been little focus to support mainstream classroom teachers' knowledge of the importance of creating a multilingual environment and the impact it has on student achievement or effective applicable strategies that mainstream teachers can implement to support language minority students on a daily basis. The Minnesota school's population continues to transform, therefore this professional development project addresses the question; How can general education teachers implement translanguaging to support positive language identity in multilingual learners?
Healy, Jenna, "Multilingualism and Translanguaging in General Education Classrooms: How Educators Can Support the Complex Linguistic Repertoires of Multilingual Learners in Elementary School" (2021). School of Education Student Capstone Projects. 713.
School of Education Student Capstone Projects