Capstone Project Title
Culturally and linguistically responsive teaching practices have been demonstrated to yield positive learning outcomes for multilingual learners. The curriculum designed for this project focuses on making direct use of the culturally and linguistically responsive guidelines, frameworks, and strategies as proposed by Zaretta Hammond, Sharroky Hollie, Sydney Snyder, and Diane Staehr Fenner in a secondary level history classroom for the purpose of maximizing learning opportunities for multilingual learners. This project involved creating a dynamic curriculum complete with teacher considerations to transform content learning through cultural and linguistic responsiveness. The curriculum will primarily be used in secondary social studies classrooms for multilingual learners but can be adapted to a variety of settings. The curriculum aims to build independent learning capabilities that can benefit multilingual learners within and beyond the secondary level academic context. The goal of the project is to support content learning and academic language building for multilingual learners in secondary settings while affirming largely marginalized identities.
Curriculum, ESL/ ELLs, Multicultural Education, Teachers/ Teaching
Martinez Tinajero, Karen, "Supporting Multilingual Learners in the Content Classroom Through Culturally and Linguistically Responsive Teaching Practices" (2022). School of Education and Leadership Student Capstone Projects. 818.
School of Education Student Capstone Projects