Loading...
Navigating the Challenges of Full-Immersion Programs for ELLs: The Impact on Development and Well-Being
Journal Title
Readers/Advisors
Altalouli, Mahmoud
Journal Title
Term and Year
Publication Date
2024-08-09
Book Title
Publication Volume
Publication Issue
Publication Begin
Publication End
Number of pages
Files
Research Projects
Organizational Units
Journal Issue
Abstract
This thesis capstone project was designed with a primary focus on the most effective instructional methods and settings for meeting the diverse needs of English language learners (ELLs). In full-immersion instruction settings, there are many challenges that impact the development and well-being of ELLs. Medford Elementary School services a large population of ELLs and other students with diverse needs, thus emphasizing the impacting factors that coincide with classroom challenges such as socioeconomic status, lack of motivation, high anxiety, varying degrees of familial support and involvement, and lack of cultural diversity in full- immersive instructional settings. Solutions that actively combat these challenges include an open-house PDP for educators and families of newcomer ELLs that cover the strive for a more supportive learning environment for diverse learners. This includes the implementation of specific supportive methods, differentiated activities and instruction, regular scaffolding, and access to translated key content terms. It also includes a directory of supportive staff specific to language learners, such as socioemotional (SEL) coaches, ESL-service teachers, and many bi/multilingual staff members ready to address both the needs of educators, families, and students at all times. Recommendations for future research include the idea that Medford Elementary’s open-house should become an annual event open to new and returning families of ELLs to ensure that further comprehension and home/schools gaps are being met.
Citation
DOI
Description
Accessibility Statement
This item was submitted to an available accessibility checking program and was deemed accessible. If there is any issue with accessibility, please contact: archives@brockport.edu.