Date of Award

Summer 8-1-2020

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Rosa Mazurett-Boyle, Ed.D

Abstract

ELLs are marginalized and isolated within their school communities. This marginalization has negative effects on linguistic, academic, and socioemotional development of ELLs. To mitigate this problem, schools should create a community of practice that promotes and creates opportunities for inclusion and equitable opportunities for ELLs and their families. A professional development session will be outlined after a thorough literature review. The professional development session will help teachers, club leaders, coaches, and administrators reflect on the marginalization of ELLs within their building. Through this capstone and professional development, educators will begin to plan their own community of practice and begin the process of knocking down the barriers that prevent ELLs from being a bigger part of the school community. Future research on this topic must be conducted and focus on extracurricular participation of ELLs, the rate of participation, the barriers preventing participation, and the benefits of participation.

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