Creating Curriculum Cartographers to Instruct English Language Learners and Support Heritage Languages

<p>Students learning English as a second language are using the ESL teacher’s curriculum and instruction as their primary means for becoming privileged bilinguals. However, teachers are being provided textbooks with little direction as to how to build an inclusive curriculum plan that supports their English language learners in meeting their goals. As ELLs, students’ goals include reaching a certain level of proficiency in English, but more importantly, they also aim to maintain an equivalent proficiency in their primary languages as they strive for bilingualism. Teachers are often unwilling or unable to incorporate ELLs into their class curriculum, and therefore do not honor students’ heritage languages. This leads to first language loss and ultimately limited English proficiency and bilingualism. The purpose of this project is to support teachers in meeting the many needs of their classroom through effective curriculum planning. A more comprehensive ESL curriculum includes students as resources and honors their L1 because it supports English language development. Effective instruction addresses the many varied needs ELLs have for success, which are far more diverse than a textbook can predict. This project is significant because it utilizes the ESL teacher’s textbook to create a curriculum and instruction plan that will challenge and develop students’ English skills but also honor their L1 skills and abilities in order to maintain both languages. Ideas behind bilingual education, communicative language teaching, and participatory approaches manifest in a contextual approach to planning and instruction in this project.</p>

Name thesis:degree_name

Master of Arts in Teaching English to Speakers of Other Languages (TESOL)

Level thesis:degree_level

Project/Capstone - Global access

Discipline thesis:degree_discipline

International and Multicultural Education (IME)

Year dc:date.available

2016

Author dc:creator

• Kaiser, Christopher

Contributors dc:contributor

• Dr. Sedique Popal

• affective barrier
• bilingual education
• English proficiency
• functional communication
• heritage language
• privileged bilingual
• Curriculum and Instruction

Repository record dc:identifier

https://repository.usfca.edu/capstone/341

OAI identifier oai:identifier

oai:repository.usfca.edu:capstone-1359