Departing the Monolingual Form of Instruction: Best Practices for Supporting Emergent Bilingual Elementary Students
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Title
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Departing the Monolingual Form of Instruction: Best Practices for Supporting Emergent Bilingual Elementary Students
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Creator
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Emily Schneider
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Exit Requirement
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Undergraduate Honors Thesis
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Date of Award
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6/17/2024
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Honors Program Director
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Gavin Keulks
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Faculty Advisor
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Jessica Dougherty
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Abstract
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In schools across the nation, the population of emergent multilingual students is growing. These are students whose first/home language is something other than English and have the potential to further develop bilingual or multilingual skills. There are clear advantages to expanding one’s linguistic repertoire; however, it requires cultivating language development within the classroom to make this happen successfully. This project will seek to amass the most effective and far-reaching instructional approaches for serving emergent bilingual students in the elementary classroom. After contextualizing my project using the data from two Oregon school districts’ Lau Plan, I will use the Castañeda Standards to judge the effectiveness of current program models. An argument is made for why students’ first/home language should be integrated into instructional approaches and leveraged for the benefit of the student. This project will conclude the most effective methods of reaching emergent bilingual students within the classroom, regardless of a teacher’s ESOL (teaching English to speakers of other languages) training or certification. A digital toolkit aimed for streamlined implementation by educators is created, compiling the list of best practices found throughout this research process.
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Type
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Text
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Department
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Honors
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Language
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eng
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Rights
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https://rightsstatements.org/page/InC/1.0/?language=en
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Western Oregon University Library has determined, as of 6/29/2024, 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.
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Identifier
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honors_073024f
