Education Commons^™

Creating An English As A Second Language Program Model That Caters To Junior High Students With Limited Or Interrupted Formal Education, Alison Krzenski

School of Education and Leadership Student Capstone Projects

Krzenski, A. Creating an English as a Second Language Program that Caters to Junior High Students with Limited or Interrupted Formal Education (2020)

This capstone explores the guiding question, how can schools create an English as a Second Language program model that will best support junior high students with limited or interrupted schooling? Students with Limited or Interrupted Formal Education (SLIFE) are a diverse population of students that are increasing within our school systems. According to the Minnesota Department of Education (2019) in order for a student to be qualified as SLIFE they must meet three of the following five …

Increasing Knowledge On Current Global English Theories And Cultural Differences–– A Professional Development Workshop For Assistant Language Teachers In Japan, Megan Lambrecht

School of Education and Leadership Student Capstone Projects

As English is an increasingly important global commodity, native English speakers are hired in countries around the world to assist with English classes. Japan is an example of a country that does just this. In Japan, these teachers are often hired simply by the qualification of being a native speaker, generally not needing a degree or experience in education. Many of these newfound teachers are given little to no information on relevant global English theories or cultural influences which may impact classroom environments. The project was heavily influenced by the work of Hino (2012), Oshima (2015), Jenkins (2014), Barrantes-Montero (2018), …

How To Distinguish A Barrier Due To Second Language Acquisition Versus A Learning Disability?, Sarah Baude

School of Education and Leadership Student Capstone Projects

Baude, S. Distinguishing a Learning Disability Versus a Barrier to Second Language Acquisition (2020)

The research question addressed in this project was How to Distinguish A Learning Disability Versus A Barrier Due to Second Language Acquisition? Research shows that there is a disproportionate number of English Language Learners (ELLs) in special education. The over and under representation of this population in special education can be linked to the evaluation process. This capstone documents one teachers creation of a professional development to promote better understanding of second language acquisition and acculturation and assimilation along with a tool that can be used …

The Importance Of Multicultural Literature In A K-2 Elementary Classroom, Emily Butler

School of Education and Leadership Student Capstone Projects

Butler, E. (2020) The importance of multicultural literature in a K-2 classroom. The goal of this project is to answer the question of how can a professional development be created for K-2 teachers that explains the positive impact of creating a culturally competent classroom by using multicultural literature? The project is designed to explain the benefits of having a culturally competent classroom while also giving K-2 teachers tools to recognize culturally authentic, appropriate and asset-minded literature. K-2 teachers will leave the professional development understanding the importance of creating culturally competent classrooms, being able to distinguish between culturally authentic and culturally …

Giving Them The Map: Making Language Visible For English Language Learners, Elizabeth Seymour

School of Education and Leadership Student Capstone Projects

Seymour, B. (2020). Giving Them The Map: Making Academic Language visible for English Language Learners At The Upper Elementary Level

This project aims to provide a professional development resource that incorporates the accessibility of a website with many supplemental materials and the flexibility of embedded videotaped PD sessions. The embedded PD sessions are organized by the pillars of complex language features, student critical thinking, and interaction with language. The explanation of these three pillars is applied to Pathways TM Teaching and Learning Cycle developed by Dr. Cynthia Lundgren. Pathways TM a process of organizing language instruction to support language growth …

Shifting The Perspective: Incorporating Elements Of Culturally Responsive Teaching In The Rural Minnesotan Elementary Classroom, Brandon Frenette

School of Education and Leadership Student Capstone Projects

As rural schools in Minnesota are becoming more diverse with every school year, our curriculum must also adapt and change to be more authentic for all of our students. Students need to have a curriculum that is relevant to them, and a classroom environment that allows them to be their authentic selves. In order to do this, teachers need to reflect on their own biases, and see how the curriculum might not be set up for all students to flourish. Culturally Relevant Pedagogy (CRP) is an educational practice that focuses on collective empowerment, and tailoring the classroom environment and curriculum …