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English Language Learners Capstone Project

dc.contributor.authorMadigan, Chloe
dc.date.accessioned2017-09-29T20:19:53Z
dc.date.available2017-09-29T20:19:53Z
dc.date.issued2017-06-15
dc.identifier.urihttp://hdl.handle.net/1803/8444
dc.descriptionTeaching and Learning Department capstone projecten_US
dc.description.abstractThis capstone explores the connections between a personal teaching philosophy and the five domains of the TESOL standards. The philosophy centers around a culturally inclusive, educational advocacy based approach to teaching English Language Learners (ELLs). The subsequent breakdown of the five domains explores how these principles can be applied through teachers’ understandings of language, culture, planning, assessment, and professionalism. An emphasis is placed on strategies that best benefit ELL students, including metalingual approaches to designing lesson plans, educational advocacy through community and political engagement, and authentic assessment practices that serve to close current achievement gaps. The concluding reflection aims to bridge these theoretical claims with plans for future practice.en_US
dc.language.isoen_USen_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectEnglish language learnersen_US
dc.subjectELLen_US
dc.subjectCulturally Responsive Pedagogyen_US
dc.subjectAcademic Languageen_US
dc.subject.lcshEnglish language -- Study and teaching -- Foreign speakersen_US
dc.subject.lcshTest of English as a Foreign Languageen_US
dc.subject.lcshTeaching -- Philosophyen_US
dc.titleEnglish Language Learners Capstone Projecten_US
dc.typeCapstoneen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US


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