Year: 2019
Type: article
Abstract: Within the population of English language learners, there is a unique subgroup of students with limited or interrupted formal education (SLIFE). These students bring with them unique qualities to school, balancing the need for English language acquisition and learning a new culture. Through this capstone project, I sought to answer the question, what are the key components to effective instruction to use with students with limited or interrupted formal education (SLIFE) at the secondary level? Throughout this capstone project, the main themes that arose in research were culturally relevant instruction and trauma informed pedagogy. The information I have learned in this project has helped to develop the resource website (https://teachingslifemn.org/), as well as enhanced my own teaching practice as I reflect on my teaching strategies and incorporate new learnings from this project.
Author: Mackenzie Burkstrand
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
Funder: Hamline University
OpenAlex ID: W3123705974