Date of Graduation
Master of Arts in Teaching English to Speakers of Other Languages (TESOL)
School of Education
International and Multicultural Education (IME)
Rosa M. Jimenez
The importance of using writing as an educational tool to English learners cannot be understated. It is critical for youth learning English as their second language to be encouraged to value their first language, culture, and identity by writing. Unfortunately, many teachers overlook the significance of the writing activity, which can be greatly helpful to develop the English learners’ language and cultural competence and their identity, specifically for multilingual and multicultural youth.
This project is developed with the purpose of cultivating student voice by using writing as a tool. The project is based on the two theories: the affective filter hypothesis and narrative theory in order to address the importance of reducing students’ anxiety and the value of students’ identity and emotions when they learn English as a second language. This field project is a form of lesson plans which consists of five sessions per week focusing on writing activity with other integrated activities such as reading, presentation, and poster activity.
In the end, this project provides teachers a great guideline and activities mainly focused on writing with a better understanding of the hardships of multilingual and multicultural English learners. The project also provides students time to reflect their culture and identity while learning a new language, English. Using writing with other different integrated activities for multilingual and multicultural English learners to develop their language, identity, and cultural competence is a significant component of English language acquisition for students with different cultural backgrounds.
Lee, Gaeun, "Cultivating Student Voice: Writing as a Tool for Multilingual and Multicultural Students to Develop Language, Identity, and Cultural Competence" (2017). Master's Projects and Capstones. 721.