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Russul Abtan Ed.D., is a 2026 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.

Dissertation Committee:

Lesley Jackson, Ph.D., Committee Chair 

Gary Delanoeye, Ed.D., Committee Member

John Scott, Ph.D., Committee Member

Document Type

Dissertation

Publication Date

2026

Abstract

Most English as a Second Language (ESL) programs in US elementary schools do not accommodate developmental, linguistic, and cultural needs of young learners, which leads to insufficient language uptake and future academic-related issues. This study examines how an English as a Second Language (ESL) language arts curriculum for first grade can be developed within the framework of the sociocultural theory and developmentally appropriate practices. Research indicates a difference between existing ESL curricula the linguistic, cognitive and emotional needs of young learners. This project integrates key components of Krashen’s Input Hypothesis and Cummins’ BICS/CALP model by drawing on Vygotsky’s sociocultural theory particularly the Zone of Proximal Development and scaffolding, to guide the design of curriculum. Based on learning through experience and interpretation, this study recommends a semester-long curriculum aligned with the Washington Rubric for Language Arts. The curriculum materials and assessment tools developed are to be used in the future classroom and include lesson plans, formative and summative assessments, and information about teacher implementation. First grade ESL students (ages 6–7) are the target population, who attend public elementary schools. To help language acquisition and academic skill, the curriculum combines social interactions, multimodal learning, and culturally responsive instruction. It is possible that findings from this study may help ESL instruction be improved, and more importantly, that they may participate to producing a research-based, classroom-ready curriculum. Additionally, the study supports educational fairness, which might also impact future teacher training, curriculum policy and research on early language acquisition. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

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ORCID No. 0009-0001-6340-3654

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