| Title |
Torres, Esmeralda_MED_2023 |
| Alternative Title |
Empowering Culturally And Linguistically Diverse Students Building a Translanguaging Curriculum for Dual Language Bilingual Education (DLBE) in elementary school |
| Creator |
Torres, Esmeralda |
| Collection Name |
Master of Education |
| Description |
The following Masters of Education thesis develops a study that explores the use of a translanguaging unit for dual language bilingual education (DLBE) composed of three subunits and a total of nine lesson plans that are based on culturally sustaining practices and translanguaging strategies. |
| Abstract |
Translanguaging strategies allow students to use their entire linguistic and cultural repertoire, using their home language, the target language, or both through guided translanguaging practices, working with bilingual partners, collaborative and support groups, including teachers, families, and communities. This study developed a translanguaging unit for dual language bilingual education (DLBE) composed of three subunits and a total of nine lesson plans that are based on culturally sustaining practices and translanguaging strategies. This translanguaging curriculum was shared with a panel of 3 experts in the field to evaluate the components of the subunits and lesson plans and how it successfully engages culturally sustaining practices and translanguaging strategies aligning with the Utah State Core Standards. The expert reviewers found that this unit strongly supports Culturally and Linguistically Diverse (CLD) students' dynamic bilingualism, biliteracy, and multicultural skills development by incorporating translanguaging strategies. In addition, they found that the unit needs to incorporate additional corresponding writing standards to facilitate higher engagement opportunities with the content and topics of the lessons for students in upper elementary grades, and 2) the discrepancies regarding core standards alignment for grades K-3. This study highlights the importance of incorporating linguistically and culturally sustaining practices in daily curriculum and instruction in dual language bilingual classrooms, including translanguaging strategies that support students and their families' diverse linguistic and cultural voices and identities, languages, and cultures. |
| Subject |
Second language learning and teaching; Curriculum planning; Language and languages--Study and teaching |
| Keywords |
education; dual language; cirriculum development; dual immersion |
| Digital Publisher |
Stewart Library, Weber State University, Ogden, Utah, United States of America |
| Date |
2023 |
| Medium |
Theses |
| Type |
Text |
| Access Extent |
11 page pdf; 1.9 MB |
| Language |
eng |
| Rights |
The author has granted Weber State University Archives a limited, non-exclusive, royalty-free license to reproduce their theses, in whole or in part, in electronic or paper form and to make it available to the general public at no charge. The author retains all other rights. |
| Source |
University Archives Electronic Records: Master of Education. Stewart Library, Weber State University |
| Format |
application/pdf |
| ARK |
ark:/87278/s6f3nn1j |
| Setname |
wsu_smt |
| ID |
114159 |
| Reference URL |
https://digital.weber.edu/ark:/87278/s6f3nn1j |
