Document Type

Conference Proceeding

Publication Date

Fall 10-19-2022

College/Unit

College of Education and Human Services

Department/Program/Center

Curriculum & Instruction/Literacy Studies

Abstract

I propose that providing equitable educational opportunities for students is to build up their identities and maximize their potential. Therefore, this research aims to explore the effectiveness and various implications of incorporating students’ identities and subject learning abilities while providing equitable education for ELLs within the learning community. In order to achieve this, I plan to launch a summer reading program at an elementary school in Monongalia County, West Virginia (WV). This qualitative research study is expected to be carried out among 15 students, three to four instructors, five to six volunteer parents, and one school coordinator. An experimental pattern will be used for this research design, including surveys, classroom observations, and interviews with instructors, selected ELL students, and their parents. The duration of this research is estimated at six weeks. This reading program will be using children’s literature to engage ELL students to learn English and subject content at the same time, while taking into consideration their socio-cultural backgrounds. It is anticipated that the ELL students in this program will be able to build their identities while improving their language proficiency and subject-learning abilities. It is believed that the findings will demonstrate that educators should acknowledge sociocultural theory in order to help students have a sense of belonging in the classroom and achieve an equitable educational learning environment for all students.

Comments

Paper presented at the Mid-Western Educational Research Association 44th Annual Meeting, Oct 19-21, 2022 Cincinnati, Ohio

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