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English Language Learners in General Education: Unlocking Academic Potential
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Mazurett-Boyle, Rosa
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2023-08
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English language learners (ELLs) in U.S. schools have long faced academic challenges when
compared to their non-ELL peers. This problem stems from a lack of inclusivity in general
education classrooms. To address this concern, the capstone project and corresponding
professional development (PD) aim to answer the overarching question of how to make the
general education classroom inclusive for ELLs. Test scores consistently show that ELLs
underperform, scoring lower in both math and reading than their non-ELL peers. During the
Covid-19 pandemic, the situation worsened, causing additional delays in ELLs’ academic
performance, English language proficiency (ELP) progress, and increased dropout rates.
Furthermore, teachers express feeling unprepared to meet the needs of ELLs. As such, the
primary aim of the PD is to equip general education teachers, administrators, and English as a
New Language (ENL) teachers with effective approaches and practices for teaching ELLs. Upon
completing the PD, educators should be able to apply this knowledge to create a more inclusive
classroom for ELLs. As a result, ELLs will have enhanced educational experiences, increased
confidence, motivation, engagement, and improved academic and linguistic achievement.
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