Date of Graduation

Fall 12-14-2018

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

Teaching English as a Second Language

First Advisor

Dr. Luz Navarrette Garcia

Abstract

A sky rocketing trend of one in three United States residents is estimated to be either an immigrant or the child of an immigrant by 2065. How well immigrants and second-generation immigrants are inhabiting in United States is of great significance to the state of being happy, healthy, prosperous, and full of energy and resonance of the United States in general. While economic, political, and social aspects of immigration are frequently contemplated for policy-making, comparatively small investigations have examined the cultural identity of the immigrants. In the review of literature, topics of intercultural competence, cultural competence, and culturally responsive teaching that has been projected are a means to widen and facilitate immigrants’ integration into the United States.

These three themes assist the literature to guide the project. The first theme facilitates language learners to develop Intercultural Communicative Competence (ICC) as it is a necessity in today’s world. This also enables teachers to have sufficient experience to be competent as intercultural communicators in the first place. The second theme projects the issue of cultural competence that has an influence on teaching and learning process. With the increase of globalization, cultural competence is persistently becoming essential. The third theme is culturally responsive teaching which covers this project’s important aspect as it will highlight on how to create a culturally responsive environment for learners and value their cultural ties by creating strong ties with their ethnic community and parents. These themes connect the project together through exploration and combination of research findings. The literature helps educators through the exploration of different ways to improve and enhance the aspect of cultural identity through cross culturalism and diversification.

Finally, the project is a handbook for teachers that comprises of activities, discussions, and questions about the importance of culture and cultural identity of students. The lesson plan enables teachers break the barriers of cultural difficulties through an activity that motivates the students to share their cultural experiences.

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