Date Approved
8-9-2024
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: TESOL (M.Ed.)
Degree Program
College of Education
First Advisor
Elizabeth Stolle
Second Advisor
Rui Niu-Cooper
Academic Year
2023/2024
Abstract
Students enrolled in a transitional bilingual education program receive instruction in their native language with increasing amounts of English each year. This is an attempt for efficacy on the part of the United States school system, but English learners still consistently score lower on reading assessments than their White classmates. The White-Hispanic fourth grade reading achievement gap is evidence of this (National Center for Education Statistics, 2019). While there are several different bilingual instructional models in use throughout the U.S., transitional bilingual education (TBE) classrooms are one of its weaker forms (Wright, 2022, 120). This is why teachers in TBE programs must make the most of the short time they have with their students in order to effectively and expediently teach foundational English literacy skills. These students will transition to a full-time English classroom after completing the TBE program and must therefore possess these skills. It is to that end that this project proposes to create a scope and sequence of foundational English literacy skills for TBE teachers in grades K-3. It is the hope of the author that teams of TBE teachers who utilize this scope and sequence will see their students gain the English reading capabilities and confidence needed to succeed in fourth grade and beyond.
ScholarWorks Citation
Wiegman, Kate, "Transitioning to English: Teaching Foundational English Literacy Skills in Early Exit Transitional Bilingual Classes" (2024). Culminating Experience Projects. 509.
https://scholarworks.gvsu.edu/gradprojects/509
