Supporting Foundational Literacy for Elementary Aged Emergent Bilinguals

Abstract

This capstone addresses the problem of the reading achievement gap and subsequent lower graduation rates experienced by emergent bilingual (EB) students. Success in the area of reading is highly correlated to academic success. In order to engage the problem, an analysis of literature related to supporting foundational literacy skills for elementary aged EB students is synthesized to identify themes related to the problem. The literature review presents themes relevant to foundational literacy skills instruction for EB students such as employing an assets-based approach to EB students foundational literacy practices and proactively addressing EB learner differences to improve academic outcomes. The research informs a professional development (PD) product for elementary general education teachers to supplement their understanding of how to leverage students’ funds of knowledge and funds of identity to address the diverse needs of elementary aged EB students. The PD product provided in this capstone mitigates the issues faced by EB students in the area of foundational literacy by: (1) providing teachers opportunities to reflect on their perspectives of EB students’ behaviors related to literacy development; (2) prompting critical analysis of current instructional approaches for EB students; and (3) providing tools for leveraging EB students’ cultural and linguistic knowledge to develop curriculum to improve EB student outcomes. These tools include: a lesson toolkit, rubrics, and an action plan.