Term
Fall 2022
Capstone
Capstone Project
Degree Name
MAESL
Facilitator(s)
Betsy Parrish
Content Expert
Monika Summer
Abstract
The research question addressed in this capstone project is: What are best practices for schools to support students with interrupted schooling? This paper and three-session professional development series showcase ways that content teachers can help facilitate learning for a growing multilingual learner population, students with limited formal education (SIFE). Within the professional development series, there will be three strategies that are highlighted including: Culturally Relevant Teaching, using aspects and background knowledge from a student’s own lived experience to facilitate knowledge acquisition; Mutually Adaptive Learning Paradigm which bridges the skills that students with limited formal education come to classrooms with to how Western classrooms teach; finally, the importance of family and community engagement in connecting the student with a wider network of support. Included with the project are the literature review of research, professional development presentations, and suggestions on follow-up.
Project Type
Professional Development
Keywords
ESL/ ELLs, Multicultural Education, Staff Development, Teachers/ Teaching
Recommended Citation
Palmer, Mary, "Students with Interrupted Formal Education: A Toolbox for Instruction" (2022). School of Education and Leadership Student Capstone Projects. 888.
https://digitalcommons.hamline.edu/hse_cp/888
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects
