dc.contributor.author | Zybina, Maria | |
dc.date.accessioned | 2017-11-13T19:53:42Z | |
dc.date.available | 2017-11-13T19:53:42Z | |
dc.date.issued | 2017-07-15 | |
dc.identifier.uri | http://hdl.handle.net/1803/8587 | |
dc.description | Teaching and Learning Department capstone project | en_US |
dc.description.abstract | With the implementation of new Common Core State Standards that emphasize the significance
of writing skills for both in-school and out-of-school settings, writing instruction in the ELA
classroom has received more attention than ever. Argumentative writing is widely believed to
play a crucial role in achieving “success in college and in life” (Hillocks, 2011, p. xvii), and
therefore is of particular importance to researchers and educators. Yet, studies evaluating high
school students’ writing skills overwhelmingly report that many high school graduates are not
prepared to face college writing demands (Read & Landon-Hays, 2013). This problem seems to
be particularly acute for adolescent English Language Learners (ELLs) who often underachieve
on high-stakes literacy assessments in English (Ramos, 2014). Scholars suggest that this is in
part due to the lack of high-quality instruction (Kiuhara, Graham, & Hawken, 2009). These
findings support the need for greater attention to the improvement of writing instruction for
adolescent ELLs.
In my Capstone Project, I explore the affordances of culturally relevant writing instruction for
high-school ELLs and suggest a writing unit plan aimed to develop students’ argumentative
writing skills in the context of an after-school program for resettled refugee youth. Toward that
end, I first examine the notion of culturally relevant pedagogy (CRP) and how it is viewed in
current research. Next, I focus on how theory of CRP can inform writing instruction for
adolescent learners from diverse linguistic backgrounds. Finally, I suggest a writing unit plan
aligned with the requirements of Common Core State Standards that leverages the principles of
CRP. The conclusion of this paper focuses on the implications of my project for both
practitioners and researchers. | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Vanderbilt University. Peabody College | en_US |
dc.subject | argumentative writing, dialogic approach, adolescent ELLs, culturally responsive pedagogy | en_US |
dc.subject.lcsh | Refugee children -- Education | en_US |
dc.subject.lcsh | Refugee children -- Services for | en_US |
dc.title | Implementing Culturally Relevant Writing Instruction in the Context of an After-School Program for Resettled Refugee Youth | en_US |
dc.type | Capstone | en_US |
dc.description.college | Peabody College of Education and Human Development | en_US |
dc.description.department | Department of Teaching and Learning | en_US |