Supporting Refugee and Emergent English Learner's Reading Ability Through a Story Dictation-Based Curriculum

Author

Heather Sunday, Otterbein UniversityFollow

Date of Award

4-27-2019

Document Type

Thesis

Degree Name

Curriculum and Instruction (MAE)

First Committee Member

Susan Constable, Ph.D.

Advisor

Carrie Scheckelhoff, Ph.D.

Second Committee Member

Grace McDaniel, Ph.D.

Keywords

English Language Learners, Refugees, Language Experience Approach, Oral Language, Literacy, Story Dictation

Subject Categories

Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Disability and Equity in Education

Abstract

The purpose of this project is to present a literacy curriculum designed specifically for emergent English Learners (ELs) and refugee students. The curriculum utilizes the Language Experience Approach (LEA) to support ELs in their literacy learning as well as capitalize on student strengths in oral language. In order to design this curriculum, literature research was conducted with two questions in mind: 1. How can the strengths of refugee students’ be utilized in a literacy curriculum? 2. In what ways could a Language Experience Approach­based curriculum support emergent ELs in their literacy development? Once these questions were answered through thorough literature research, the curriculum was then created by incorporating both best practices for emergent ELs and refugees, as well as strong components of LEA instruction. The sample unit plan was then implemented into an EL classroom. Student work samples from the classroom implementation are included as guides for other educators interested in incorporating this curriculum into their own classrooms.

Recommended Citation

Sunday, Heather, "Supporting Refugee and Emergent English Learner's Reading Ability Through a Story Dictation-Based Curriculum" (2019). Masters Theses/Capstone Projects. 25.
https://digitalcommons.otterbein.edu/stu_master/25