Term
Fall 2022
Capstone
Capstone Project
Degree Name
MA-TESOL
Facilitator(s)
Betsy Parrish, Shelley Orr
Abstract
Multilingual students, especially those who are new-to-the-country, need access to language rich curriculum that meets their unique needs. There is not a one-size-fits-all approach on the best way to meet these needs and a lack of age-appropriate material led to the research question: “How can teachers best provide writing and speaking opportunities for upper elementary newcomer multilingual students in a content classroom?” A push to have language learners in the content classroom as much as possible regardless of English proficiency and grade level were driving factors in the creation of this fourth grade language arts curriculum project. This curriculum is a novel study for beginning proficiency students and builds on their oral language development while bridging to academic writing. The knowledge that oral language develops before written language is well known in the world of English language education, but how to take students’ current speaking abilities and bridging to more formal academic writing is less understood, especially when considering the proficiency levels of newcomer students. This project reviews literature surrounding current trends in English language instruction and reflects on these trends through a curriculum influenced by Pauline Gibbons’(2015) research on developing speaking and writing with multilingual students.
Project Type
Curriculum on Website
Keywords
Curriculum, ESL/ ELLs, Newcomers, Productive Domains
Recommended Citation
Brown, Amy, "Supporting Upper Elementary Newcomer Students in the Areas of Speaking and Writing" (2022). School of Education and Leadership Student Capstone Projects. 893.
https://digitalcommons.hamline.edu/hse_cp/893
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects