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Readers/Advisors
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2025-12
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Abstract
New York State school districts are seeing an increase of non-English Language Learners (ELLs) and Multi-language Learners (MLLs) entering schools. With this increase of students, mainstream teachers are not getting the proper professional development or training to teach ELLs/MLLs effectively. In this capstone project, it will go into talking about all of New York State's bilingual standards, regulations, and tools to teach MLLs. It will also talk about culturally responsive and sustaining teaching practices that can better equip not only mainstream teachers, but everyone working in a school, to close the gap and improve learning outcomes for MLLs. Research has shown that many teachers feel unprepared and do not have enough training, confidence, and resources to properly meet the needs of teaching MLLs. Research also shows that in teachers who do receive proper training and know how to use NYS bilingual standards correctly and practice culturally responsive sustainability teaching, their MLLs show academic, social and emotional growth, and have overall better learning outcomes. It will explore what NYS bilingual standards and regulations are and how to properly use them. It also goes into how to embrace students' home languages and cultures and how to use CRSE in the classroom by providing professional development for teachers. Overall, it is to show how to prepare and motivate teachers to provide great instruction and inclusivity and give ELLs the high education they deserve.