Date Approved
7-19-2024
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: TESOL (M.Ed.)
Degree Program
College of Education
First Advisor
Elizabeth Petroelje Stolle, Ph.D.
Academic Year
2023/2024
Abstract
English learners (ELs) are more likely to develop positive social and psychological outcomes when they acculturate to American society, which is to develop cultural competency while maintaining their home language, customs, and traditions (Berry et al., 2006). Yet, multiple factors in our current society cause ELs to lose connection to their heritage culture by assimilating to American society (Chen, 2018). This project first explores the factors that contribute to assimilation behaviors among elementary-age ELs and limit the positive social, emotional, and academic effects of acculturation. Using Vygotsky’s Sociocultural Theory as a framework, it then examines culturally responsive pedagogy as a necessary methodology for approaching ESL instruction and describes research-based, culturally responsive strategies that effective educators use to promote acculturation for their ELs. Based on these strategies, this project outlines the components of a social studies curriculum unit that guides students in researching and sharing their cultural heritage as well as exploring larger concepts of diversity and adaptation. This project concludes by reflecting on the research-based impact of acculturative instruction and considers plans for future implementation.
ScholarWorks Citation
Corder, Sarah D.T., "Bridging Cultural Identities: Empowering EL Students through Acculturation" (2024). Culminating Experience Projects. 468.
https://scholarworks.gvsu.edu/gradprojects/468
