Theses: Recent submissions
Now showing items 1-20 of 2918
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Navigating the Challenges of Full-Immersion Programs for ELLs: The Impact on Development and Well-BeingThis thesis capstone project was designed with a primary focus on the most effective instructional methods and settings for meeting the diverse needs of English language learners (ELLs). In full-immersion instruction settings, there are many challenges that impact the development and well-being of ELLs. Medford Elementary School services a large population of ELLs and other students with diverse needs, thus emphasizing the impacting factors that coincide with classroom challenges such as socioeconomic status, lack of motivation, high anxiety, varying degrees of familial support and involvement, and lack of cultural diversity in full- immersive instructional settings. Solutions that actively combat these challenges include an open-house PDP for educators and families of newcomer ELLs that cover the strive for a more supportive learning environment for diverse learners. This includes the implementation of specific supportive methods, differentiated activities and instruction, regular scaffolding, and access to translated key content terms. It also includes a directory of supportive staff specific to language learners, such as socioemotional (SEL) coaches, ESL-service teachers, and many bi/multilingual staff members ready to address both the needs of educators, families, and students at all times. Recommendations for future research include the idea that Medford Elementary’s open-house should become an annual event open to new and returning families of ELLs to ensure that further comprehension and home/schools gaps are being met.
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Bridging Worlds: Fostering Biliteracy in Dual Language ProgramsThis capstone project reviews best practice for biliteracy in the dual language bilingual education program, with an emphasis on translanguaging and culturally relevant and culturally responsive education. Understanding the theories on the topic of dual language bilingual education (DLBE) aids educators in planning and preparation of sound lessons that target individual student needs and strengths. The research encourages educators to recognize that there is an imminent gap between monolingual students and their dual language learner counterparts and to better prepare culturally relevant lessons that promote growth in both languages at the same time. It is the desire of this researcher to entice active collaboration in the presentation of professional development (PD), with the aim to reach higher student achievement that targets the linguistically and culturally diverse population. A series of Appendices that accompany the PD help provide the scholars guidelines such as lesson plan templates, rubrics and many resources that benefit the educator and the dual language learner.