The importance of using writing as an educational tool to English learners cannot be understated. It is critical for youth learning English as their second language to be encouraged to value their first language, culture, and identity by writing. Unfortunately, many teachers overlook the significance of the writing activity, which can be greatly helpful to develop the English learners’ language and cultural competence and their identity, specifically for multilingual and multicultural youth.
This project is developed with the purpose of cultivating student voice by using writing as a tool. The project is based on the two theories: the affective filter hypothesis and narrative theory in order to address the importance of reducing students’ anxiety and the value of students’ identity and emotions when they learn English as a second language. This field project is a form of lesson plans which consists of five sessions per week focusing on writing activity with other integrated activities such as reading, presentation, and poster activity.
In the end, this project provides teachers a great guideline and activities mainly focused on writing with a better understanding of the hardships of multilingual and multicultural English learners. The project also provides students time to reflect their culture and identity while learning a new language, English. Using writing with other different integrated activities for multilingual and multicultural English learners to develop their language, identity, and cultural competence is a significant component of English language acquisition for students with different cultural backgrounds.
","abstract_html":"<p>The importance of using writing as an educational tool to English learners cannot be understated. It is critical for youth learning English as their second language to be encouraged to value their first language, culture, and identity by writing. Unfortunately, many teachers overlook the significance of the writing activity, which can be greatly helpful to develop the English learners’ language and cultural competence and their identity, specifically for multilingual and multicultural youth.</p> <p>This project is developed with the purpose of cultivating student voice by using writing as a tool. The project is based on the two theories: the affective filter hypothesis and narrative theory in order to address the importance of reducing students’ anxiety and the value of students’ identity and emotions when they learn English as a second language. This field project is a form of lesson plans which consists of five sessions per week focusing on writing activity with other integrated activities such as reading, presentation, and poster activity.</p> <p>In the end, this project provides teachers a great guideline and activities mainly focused on writing with a better understanding of the hardships of multilingual and multicultural English learners. The project also provides students time to reflect their culture and identity while learning a new language, English. Using writing with other different integrated activities for multilingual and multicultural English learners to develop their language, identity, and cultural competence is a significant component of English language acquisition for students with different cultural backgrounds.</p>","abstract_has_math":false,"creators":["Lee, Gaeun"],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Project/Capstone - Global access","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Rosa M. Jimenez"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05-18T07:00:00Z","date_published":"2017-05-18T07:00:00Z","updated_at":"2026-07-24T05:44:20Z","subjects":["English learners","TESOL/ESL","Secondary","Curriculum","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Language and Literacy Education","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/721","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rosa M. Jimenez"]},{"key":"dc:creator","label":"Author","values":["Lee, Gaeun"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-01-03T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English learners","TESOL/ESL","Secondary","Curriculum","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Language and Literacy Education","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/721"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The importance of using writing as an educational tool to English learners cannot be understated. It is critical for youth learning English as their second language to be encouraged to value their first language, culture, and identity by writing. Unfortunately, many teachers overlook the significance of the writing activity, which can be greatly helpful to develop the English learners’ language and cultural competence and their identity, specifically for multilingual and multicultural youth.
This project is developed with the purpose of cultivating student voice by using writing as a tool. The project is based on the two theories: the affective filter hypothesis and narrative theory in order to address the importance of reducing students’ anxiety and the value of students’ identity and emotions when they learn English as a second language. This field project is a form of lesson plans which consists of five sessions per week focusing on writing activity with other integrated activities such as reading, presentation, and poster activity.
In the end, this project provides teachers a great guideline and activities mainly focused on writing with a better understanding of the hardships of multilingual and multicultural English learners. The project also provides students time to reflect their culture and identity while learning a new language, English. Using writing with other different integrated activities for multilingual and multicultural English learners to develop their language, identity, and cultural competence is a significant component of English language acquisition for students with different cultural backgrounds.
"]},{"key":"dc:title","label":"Title","values":["Cultivating Student Voice: Writing as a Tool for Multilingual and Multicultural Students to Develop Language, Identity, and Cultural Competence"]}]}],"canonical_facts":{"dc:contributor":["Rosa M. Jimenez"],"dc:creator":["Lee, Gaeun"],"dc:date.available":["2018-01-03T08:00:00Z"],"dc:description.abstract":["The importance of using writing as an educational tool to English learners cannot be understated. It is critical for youth learning English as their second language to be encouraged to value their first language, culture, and identity by writing. Unfortunately, many teachers overlook the significance of the writing activity, which can be greatly helpful to develop the English learners’ language and cultural competence and their identity, specifically for multilingual and multicultural youth.
This project is developed with the purpose of cultivating student voice by using writing as a tool. The project is based on the two theories: the affective filter hypothesis and narrative theory in order to address the importance of reducing students’ anxiety and the value of students’ identity and emotions when they learn English as a second language. This field project is a form of lesson plans which consists of five sessions per week focusing on writing activity with other integrated activities such as reading, presentation, and poster activity.
In the end, this project provides teachers a great guideline and activities mainly focused on writing with a better understanding of the hardships of multilingual and multicultural English learners. The project also provides students time to reflect their culture and identity while learning a new language, English. Using writing with other different integrated activities for multilingual and multicultural English learners to develop their language, identity, and cultural competence is a significant component of English language acquisition for students with different cultural backgrounds.
"],"dc:identifier":["https://repository.usfca.edu/capstone/721"],"dc:subject":["English learners","TESOL/ESL","Secondary","Curriculum","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Language and Literacy Education","Secondary Education"],"dc:title":["Cultivating Student Voice: Writing as a Tool for Multilingual and Multicultural Students to Develop Language, Identity, and Cultural Competence"],"thesis:degree_discipline":["International and Multicultural Education (IME)"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]},"updated_at":"2026-07-24T05:44:20Z"}