Kurzinfo:
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Abstract: This thesis is based on research in creative solutions in curriculum design for English Language Learners in a bi-cultural educational setting, while also directing lessons towards social and ecological literacies. The benefits of Place-Based education, cross-categorical planning, and environmental education for diverse populations are woven into language-rich opportunities for synthesizing data and acquiring new language skills. English Language Learners are offered language constructs that are centered upon environmental ethics, environmental restoration, and the nurturing of the natural realm. This pedagogical direction fosters ecological sound practices, as the new language is applied and synthesized. The proactive strategy of including newly immigrated children, who have language barriers, into environmentally focused Place-Based educational opportunities, solidifies positive youth roles in the community and fosters a sense of identity for every child involved. The research is theoretical and the curriculum developing from it has not been implemented to date. However, the concepts are based on the work of master educators, economists, and environmental sustainability experts. The creative twist of presenting a Placed-Based curriculum centered on environmental ethics and moral philosophy in an English Language Learners' curriculum, substitutes many lessons in natural English learning with environmentally sensitive, active learning possibilities.
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Inhaltsverzeichnis :
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PREFACE
CHAPTER
1. INTRODUCTION
2. LITERATURE REVIEW
21st Century Ethical Understanding and Related Literature
Historical Wisdom and Related Works
Significant Literature in ESL/ESOL/ELL/LEP, Education, and Ecological Literacies
Questions for Further Research
3. RESEARCH AND METHODOLOGIES
Immigrant Workers, ELL, and Learning
Theoretical Curriculum Development
Education as Designed for the Student
Multiple Intelligences Theory
Confidence and Understanding of ELL Students
ELL, ESL, and the Concept of a Bilingual Classroom
4. REFLECTIONS AND RESULTS
Reflections on the Literature Review
Reflections on the Research and Methodologies
Frustrations with Curriculum
REFERENCES
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