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.
|Advisor:||Todd, Nancy J.|
|Commitee:||Cellarius, Richard, Tillousi, Lissa|
|School Location:||United States -- Arizona|
|Source:||MAI 47/06M, Masters Abstracts International|
|Subjects:||Bilingual education, Science education, Environmental science|
|Keywords:||Ecological literacies, Educational ethics, Ell, English language learners, Leopoldian, Place-based|
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