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2025-08
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This thesis capstone project aims to support teachers who work with long-term English Languages Learners (LTELs). At Harborside Elementary school, LTELs are a growing population impacted by misaligned instruction, inadequate social-emotional interventions, and lack of preparedness by teachers making it difficult for them to reclassify from the ENL program. To decrease the amount of time spent in the ENL program, a deep analysis of the experiences of LTEL students has been conducted to gain an understanding of the obstacles they face, and specific ways we can address their hardships and help them advance in school. Solutions to the problems faced by LTEL students at Harborside Elementary include implementation of task-based instruction across disciplines, more attention given to students’ social-emotional needs, and an increase on teacher collaboration when preparing for lessons and analyzing the effectiveness of activities in the classroom. Recommendations include incorporating real-life situations into grade-level curriculum to provide structured practice of language use, developing strong personal bonds with students to provide them with a sense of comfort and safety, and engaging in peer collaboration among teachers to refine their craft.