Date of Award

Summer 8-6-2020

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Rosa Mazurett-Boyle, Ed.D.

Abstract

With the increasing rates of English Language Learners (ELLs) in general education classrooms, educators must implement instructional strategies to promote academic success for ELL students. The lack of professional developments suggest that educators are unfamiliar with cultural issues, assessing student progress, and developing instructional strategies for ELLs in a general education classroom. This capstone will examine the question of how elementary general education teachers can implement scaffolding based on the ELL’s proficiency level, zone of proximal development (ZPD), and drawing on diverse backgrounds to ensure academic success in literacy. In the literature review I will examine the effectiveness of the elements of the sociocultural theory, including scaffolding and the zone of proximal development (ZPD) as a tool for educators when applied in the general education classroom for ELLs. The professional development has been grounded on research findings to help educators understand ELLs cultural backgrounds factors, ZPD, and scaffolding strategies in literacy discussions.

Keywords: English Language Learners, sociocultural theory, scaffolding, zone of proximal development, literacy

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