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The SolarSPELL is an offline, ruggedized, digital library, created by Dr. Laura Hosman for the U.S. Peace Corps. It has thousands of pieces of educational content that can be accessed through a self-contained Wi-Fi hotspot on the device itself. Currently, there are more than 200 deployed in several Pacific Island nations. After visiting one of these nations, Tonga, in December of 2016, I learned that almost all of the Peace Corps volunteers stationed around the Pacific Islands suffered from a lack of resources due to a variety of reasons. While the SolarSPELL helps to remedy that, the device is lacking classroom activities and resources for creative work and educational drama. Furthermore, for many students in these environments, schools are for learning information and producing high scores on exams, not for learning about creative strengths and identity. After researching curriculum development and the use of drama in an educational setting, I compiled over 50 pieces of content to include on the SolarSPELL involving art, drama, music, movement, and most importantly, imagination. These resources will allow Peace Corps volunteers to explore additional ways to teach English in their schools, while also creating a classroom environment that allows for creative expression. All the content is compiled into one folder as "Teaching Resources", and is then broken down into seven sub- categories. In the first sub-category, Art Projects, there is a collection of several hands-on projects, many of which involve recyclable or readily available materials. These projects will allow for a greater understanding of conservation and "green" living, concepts that are crucial to the stability of these island nations. The next 5 categories are Drama Readings, Music, Movement, and Video, Group Exercises, Creative Writing, and Worksheets. The second sub- category is a collection of beginner-level "Reader's Theater" scripts. The third sub-category involves music and video to engage students in movement activities. The fourth sub-category is a compilation of group games and activities to help students express themselves and learn social skills. The fifth sub-category includes a collection of activities such as fill-in-the-blank story worksheets and journal prompts which will aid in creative thinking and the practice of the English language. The sixth sub-category involves a collection of worksheets that mainly focus on self-reflection and identity. The seventh and final sub-category, Content Guide and Information, works to explain the benefits of using of drama and creative play in the classroom, as well as strategies teachers can implement in order to further engage their students in dramatic learning and play. Overall, these pieces of content are meant to be used as resources for the Peace Corps volunteers in order to provide alternative ways to practice reading, writing, and speaking the English language, a critical part of education in the Pacific Islands.
ContributorsTaylor, Amanda Nicole (Author) / Hosman, Laura (Thesis director) / McAvoy, Mary (Committee member) / School of Film, Dance and Theatre (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor) / School for the Future of Innovation in Society (Contributor)
Created2017-12
Description
Arizona's English Language Learners have the lowest graduation rate in the nation at 18 percent in the 2013-2014 school year, according to the National Center for Education Statistics. There is no federal standard for how to teach English Language Learners. Arizona mandates that all English Language Learners be enrolled in a four-hour model for quick language acquisition, a system that went into effect in 2009. It is the only program of its kind in the country. Graduation rates dropped from 48 percent, the year before the model was implemented, to 19 percent in 2014, according to data from the Arizona Department of Education. Advocates have argued that the model creates a barrier to graduation and segregates students by language while the state and immersion advocates maintain that the model is working. The model was the focus of a federal civil rights appeal that eventually ruled in favor of the state. But educators say problems persist. The difference in opinions stem from conflicting philosophies about the best method for language acquisition \u2014 bilingual or immersion. The debate is heated and rightfully so - Hispanic and Latino students make up a majority of the school-aged population meaning the education of their community can have lasting impacts on Arizona's economy. With a growing Hispanic and Latino population nationally, Arizona's education system is put in the national spotlight. If Arizona can get ahold of its education system, one advocate said, the impacts would ripple across the nation.
ContributorsWorthington, Danika Dale (Author) / Rodriguez, Rick (Thesis director) / Quester, Brandon (Committee member) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Traditionally, a study abroad program is a semester or year-long program. However, short-term study abroad (STSA) programs are becoming increasingly more popular for those who want to study abroad but feel as though they cannot for various reasons. A STSA experience provides opportunities for cultural immersion and second language acquisition. Additionally, the population of English language learners (ELLs) in American classrooms, specifically Arizona, is increasing. Pre-service teachers are often not properly equipped with the tools and skills necessary to address the needs of ELLs in the classroom. Previous literature reported that pre-service teachers who participated in a STSA program working with ELLs showed an increase in empathy in regards to language learning. This study merges the two mentioned above, where Arizona State University undergraduate students from various colleges participated in a one-week short-term study abroad experience to the Dominican Republic working with ELLs. Six participants share their experiences about how their work with English language learners impacted their views about ELLs here in the United States. One-on-one structured interviews were conducted after which the data was analyzed qualitatively for various themes and patterns that emerged across all participants. These themes include reasons why participants chose to participate in a STSA program and how the participants' perspective changed in regards to language learning after this experience. Additionally, participants developed an increase in empathy for English language learners, a commitment to participating in more international and local service events, and expressing the need to advocate for more support of ELLs in American classrooms. Implications for various key stakeholders within and outside of the university setting will be shared.
ContributorsCantwell, Megan Marie (Author) / Jimenez-Silva, Margarita (Thesis director) / Lambson, Dawn (Committee member) / School of Molecular Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Research regarding typical English language development in children who are bilingual is of interest for speech-language pathologists, but often this information is not available to them. As a result, many individuals find themselves believing false stereotypes about children who are bilingual, such as the idea that bilingualism causes developmental delay or disorders. For example, individuals do not realize the differences in past tense development for bilingual children versus monolingual children, a form that is often difficult for monolingual English-speaking children with developmental language delays. By focusing on a specific aspect of language development, such as English past tense acquisition of children who are bilingual, and observing changes in MLU and grammaticality that accompany acquisition, this study seeks to increase the existing knowledge on bilingualism and language development. Specifically, we will answer the following questions: a) At which grade level do Spanish-English bilingual children master English past tense after they enter English-only schooling in preschool? b) What types of errors do the children make with regular past tense? c) what types of errors do they make with irregular past tense? and d) What is the level of English grammaticality and MLUw at each grade level in English after children enter preschool? This study examined past-tense accuracy, MLU, and grammaticality development over a period of 5 years, in 13 children who were participants in a larger project called the Language and Reading Research Consortium (LARRC). Children were followed from preschool to third grade. They provided a yearly language sample by retelling one of the wordless Marianna Meyer and Mercer Meyer frog books, such as Frog on His Own or A Boy a Dog a Frog and a Friend. The language samples were then transcribed, coded, and analyzed using the Systematic Analysis of Language Transcripts (SALT) software. Results indicate that children progressively improved over the years, with children reaching over 80% accuracy with past tense by year 3 or first grade; they demonstrated the most improvement in MLU between years 2 to 3 and years 3 to 4; and they showed a gradual improvement in grammaticality each year, with the exception of no increase between years 4 to 5. Findings from the study indicate that there is leveling in all three areas after 2nd grade. These results contribute to our understanding of normal English language development in bilingual children and may improve assessment when we evaluate their performance in English as a second language.
ContributorsEdem, Stephanie (Author) / Restrepo, M. Adelaida (Thesis director) / Weinhold, Juliet (Committee member) / Pierce, Melissa (Committee member) / College of Health Solutions (Contributor, Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12