Event Title

The Story Telling Abilities of Bilingual Elementary Students in the Midwest

Location

CSU Ballroom

Start Date

18-4-2016 2:00 PM

End Date

18-4-2016 3:30 PM

Student's Major

Speech, Hearing, and Rehabilitation Services

Student's College

Allied Health and Nursing

Mentor's Name

Megan Mahowald

Mentor's Department

Speech, Hearing, and Rehabilitation Services

Mentor's College

Allied Health and Nursing

Second Mentor's Name

Kathryn Haglin

Second Mentor's Department

Speech, Hearing, and Rehabilitation Services

Second Mentor's College

Allied Health and Nursing

Description

The purpose of this study was to determine the ability to produce narratives in English and Somali of first and second-grade students. The participants were 16 Somali students who are bilingual in Somali and English. Two stories were presented to the children, and each story was told in both languages, Somali and English. Detailed rubrics were scored to analyze the results of each participant’s retelling of story. The scores were derived from the following categories: (Engagement, Organization, Voice, Language Usage, and fluency). Children were rated as (Merging (1), Developing (2), and Proficient (3)). Scores on the rubric will be used to determine which language was stronger in retelling the story. Most of the participants showed a developing stage in both English and Somali, whereas some of the participants showed a proficient stage in both languages. The implications of this work will include designing a tool that determines language proficiency, which can inform learning abilities that a student has and the specific language and the learning barriers that may emerge.

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Apr 18th, 2:00 PM Apr 18th, 3:30 PM

The Story Telling Abilities of Bilingual Elementary Students in the Midwest

CSU Ballroom

The purpose of this study was to determine the ability to produce narratives in English and Somali of first and second-grade students. The participants were 16 Somali students who are bilingual in Somali and English. Two stories were presented to the children, and each story was told in both languages, Somali and English. Detailed rubrics were scored to analyze the results of each participant’s retelling of story. The scores were derived from the following categories: (Engagement, Organization, Voice, Language Usage, and fluency). Children were rated as (Merging (1), Developing (2), and Proficient (3)). Scores on the rubric will be used to determine which language was stronger in retelling the story. Most of the participants showed a developing stage in both English and Somali, whereas some of the participants showed a proficient stage in both languages. The implications of this work will include designing a tool that determines language proficiency, which can inform learning abilities that a student has and the specific language and the learning barriers that may emerge.

Recommended Citation

Khalif, Aisha and Bethany Bishop. "The Story Telling Abilities of Bilingual Elementary Students in the Midwest." Undergraduate Research Symposium, Mankato, MN, April 18, 2016.
http://cornerstone.lib.mnsu.edu/urs/2016/poster-session-B/5