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.
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.
https://cornerstone.lib.mnsu.edu/urs/2016/poster-session-B/5
