Date of Graduation

Fall 12-3-2025

Document Access

Project/Capstone - Global access

Degree Name

Master of Arts in Teaching English to Speakers of Other Languages (TESOL)

College/School

School of Education

Department/Program

International and Multicultural Education (IME)

First Advisor

Sedique Popal

Second Advisor

Luz Navarrette

Third Advisor

Didem Ekici

Abstract

This field project intends to apply theories of second language acquisition to practical implementations. The purpose of this project is to design a curriculum that teaches speaking fluency to low level English literacy English as a Second Language (ESL) learners. The theoretical frameworks it uses are Stephen Krashen’s Input Hypothesis Theory (Brown 2014, p.288), Barry McLaughlin’s Attention-Processing Model (Brown 2014, p.292), Lev Vigotsky’s Sociocultural Theory (Brown 2014, p.295). Fink’s (2003) Integrated Course Design model gives important insights when designing the curriculum. In the project, the author developed three themed units to teach speaking skills. In each unit, three modules are used to scaffold the process of learning. Speaking contexts are introduced in the beginning to help students understand the speaking situation, and then comprehensible inputs are given to the students to help them develop strategies to engage in an oral transaction. Finally the activities provided at the end of the unit give students the opportunity to practise speaking in real-life scenarios. The curriculum serves as a pedagogical tool to aid teachers in teaching English speaking fluency.

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