Capstone Project Title
Supporting Upper Elementary Newcomer Students in the Areas of Speaking and Writing
Betsy Parrish, Shelley Orr
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.
Curriculum on Website
Curriculum, ESL/ ELLs, Newcomers, Productive Domains
Brown, Amy, "Supporting Upper Elementary Newcomer Students in the Areas of Speaking and Writing" (2022). School of Education and Leadership Student Capstone Projects. 893.
School of Education Student Capstone Projects