Middle School Emergent Bilinguals and their Classmates use Storytelling in the Social Studies Classroom to Promote Learning and an Inclusive Learning Environment
Item
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Title
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Middle School Emergent Bilinguals and their Classmates use Storytelling in the Social Studies Classroom to Promote Learning and an Inclusive Learning Environment
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Creator
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Hayden Tedrow
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Degree Name
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Master of Science in Education: Reading
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Project Type
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Professional Project
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Date
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6/17/2023
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Abstract
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Emergent bilinguals are an underserved population in many middle school social studies classrooms. They encounter the double-demands of understanding the content of social studies while also developing English language skills. Storytelling serves as a universally-human pedagogical strategy that teachers can use to ensure equitable teaching strategies within their classrooms. In this professional project, students used narrative writing as well as dramatic performance as a means to make meaning of complex social studies texts. Language lessons were embedded throughout the course of the social studies instruction. The results of this project were shared with other social studies teachers within the local PLC to better equip these teachers for meeting the needs of emergent bilinguals.
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Committee Member
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Joshua Schulze
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Chloe Hughes
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Marcus Wenzel
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Rights
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Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library.
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http://rightsstatements.org/vocab/InC/1.0/
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Language
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eng
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Type
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Text
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Image;StillImage
HaydenTedrow_PP_2023.pdf