Date of Award
Master of Arts in Education
Early Childhood Education
early childhood education, storytelling, second language learners, emergent literacy, English language learners, ELL
An increasing number of linguistically and culturally diverse children are entering preschool programs and early childhood programs speaking a language at home other than English. The Pre-K period is a critical time for young children as they begin to make the transition from home to school. Many teachers have little or no training in second language acquisition and need guidance in understanding the process young children experience as they learn English as their second language. Given the increase in the demographics, culturally, and linguistically challenged classrooms, it is imperative that teachers have knowledge about second language acquisition and strategies for developing oral language proficiency. The purpose of this capstone is to develop a training manual to help educators understand and support language and emergent literacy skills in English language learners through storytelling.
Recommended CitationWilson, M. (2007). Supporting Emergent Literacy in English Language Learners Through Storytelling (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/legacy-capstones_maed/279
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