Date of Award

Fall 12-11-2019

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Rosa Mazurett-Boyle, Ed.D

Abstract

Teachers receiving ELLs in their mainstream classroom need help integrating this population into the classroom. I propose that research-based strategies will support ELLs academic growth in literacy. Information for this capstone project was gathered through professional experiences, an observation, and a case study in an elementary mainstream reading classroom. This research aims to gather information about linguistic, sociocultural, and assessment challenges former ELLs face in mainstream classrooms. As a result, I set out to find research-based strategies for success in this setting. I created a two-day professional development with the goal of helping general education practitioners support former English language students. Materials include various research-based strategies to implement in the classroom. Altogether, the findings highlight the imperative need for teachers to provide additional accommodations to former ELLs as they transition from a sheltered program into mainstream classes in order to maximize academic success.

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