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Master's Thesis: Amplifying the ESL Curriculum Culturally Responsive Lesson Planning for Recent Arrivals
Gentner, Michael Thomas
Gentner, Michael Thomas
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English language—Study and teaching—Foreign speakers—United States, Immigrant students—Education—United States, Culturally relevant pedagogy—United States, Second language acquisition—United States, Education—Curricula—United States
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Abstract
The basis of this integrated curriculum incorporates the language needs of recent immigrants to succeed in their mainstream classrooms. The framework of this design is not an independent construction of ESL principles and procedures common to most ESL classroom initiatives where basic skills in reading, writing, speaking, and listening are the intention. The construction of this curriculum is centered on a more practical needs analysis of the language expectations during lectures, in-class assignments, and verbal interactions taking place throughout the day. Working in tandem with core classroom instructors and bilingual paraprofessionals, a clear action plan, stressing authentic communication in these classes to assist learners in participation and the retaining of relevant information to meet their academic needs is the objective. School administrators and staff are often in need of a better formula to teach learners who are new to English. A focus on anticipated key vocabulary and critical language structures would be an effective measure to build confidence and encourage a variety of class interactions. These language points would be rehearsed in small group work discussions, role-plays, memory games, bi-lingual Bingo activities, and other assignments involving task-based information, reasoning, and opinion-gap opportunities through culturally responsive teaching strategies.