Date of Award
Master of Science in Education (MSEd)
Education and Human Development
Rosa Mazurett-Boyle, Ed.D.
My experience working with teachers with little or no experience working with ELLs inspired the development of this capstone. This experience directed me to identify the problem I am addressing in this capstone. How can general education teachers implement translanguaging in science curriculum to support ELLs? Many content area teachers have not been formally trained in language acquisition strategies. For this reason, ELLs face linguistic and social emotional challenges as well as underperformance on assessments. For this reason, chapter 3 of this capstone is a PD in translanguaging targeted for middle school science teachers. The studies evaluated in this capstone revealed that translanguaging promotes the development of ELL students’ academic and social language. Findings also showed that teachers used various translanguaging strategies in their classrooms to develop ELL students’ comprehension, ability to engage in complex texts, content-based writing and their understanding of science content. Implications from the research point toward content area teachers needing to be formally trained and supported in using translanguaging with ELLs.
Keywords: ELL, translanguaging, L1, L2, metalinguistic awareness, pedagogy
Burleigh, Shannon, "Implementing Translanguaging with Multilingual ELLs in the Science Classroom" (2020). Education and Human Development Master's Theses. 1291.