Unfortunately I don’t have full records of this project anymore, but the following abstract was published in the Michigan Academician, a journal whose repertoire include articles and abstracts of works presented at the annual Michigan Academy of Science, Arts, and Letters (MASAL) conference. Although the abstract was published in 2016, the presentation was delivered in 2014.

Abstract

As the immigration rate of individuals from Spanish-speaking countries has increased over the past several decades, the U.S. educational system has been challenged by how to best educate students who arrive at schools with limited English proficiencies. In response to this problem, many primary and secondary schools have adopted English Language Learner (ELL) programs over the past several decades, though this process has not been without problems for both the students and administrators involved. This presentation focuses on one individual’s experience within the ELL educational framework as both a former student and current instructor, providing an analysis of the broader implications of ELL education and its importance for both students and their schools. This study is presented as part of a Cultural Narratives project for the Madonna University Spanish Program, and utilizes a multicultural framework for the narrative analysis.

Reference

Michigan Academy. (2016). Annual Meetings of the Michigan Academy, Oakland University, February 28, 2014. Michigan Academician: 2016, Vol. 43, No. 1-2, pp. 1-181. https://doi.org/10.7245/0026-2005-43.1.1

My abstract appears on page 171.