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dc.contributor.authorCartagena, Luz
dc.date.accessioned2022-07-12T14:07:59Z
dc.date.available2022-07-12T14:07:59Z
dc.date.created2021
dc.date.issued2021
dc.identifier.urihttps://dspace.carthage.edu/handle/20.500.13007/12471
dc.description.abstractThe purpose of this study is to conduct scholarly research that will identify what emergent bilingual students need in the high school setting that will result in academic advancement, increase the level of engagement and participation, and help with adjusting to a new school and community. The research will help develop a resource for bilingual educators and teachers outside of the ESL and bilingual setting. The goal is for the teachers of emergent bilingual students to form learning communities where student strengths are the focal point of discussion and the foundation used to build on for learning, engagement, and adjusting to a new school and community. The resource form would be a tool teachers use to (1) highlight bilingual student strengths in reading, writing, speaking, listening, and oral language, in both home language and the host country's language of instruction, and (2) provide teachers both inside and outside of the ESL and bilingual setting a list of resource materials to reference when creating lessons. The reference materials will help teachers create lessons that build onto bilingual student's strengths as well as including the support emergent bilingual students need, to make academic advancement while learning the language of instruction, and adjusting to the new school and community and will develop bilingualism, biliteracy, and biculturalism that will result in post-secondary skills for college and career readiness.en_US
dc.subjectbilingualen_US
dc.subjecthigh schoolen_US
dc.titleCultivating Bilingual Student Strengths: In a Co-Teaching Settingen_US
dc.typeThesisen_US


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