How Parents and Teachers Can Advocate for Students

Abstract

As school demographics change and schools face teacher shortages, ELL students are put at an even higher risk of not being provided services and instructional accommodations they need to be successful. Therefore, the purpose of this capstone is to examine the research question of how teachers and parents can advocate for students to reduce academic, linguistic, and social struggles. In this capstone, the research literature supports the need for more teacher training, stronger advocacy at both the micro and macro level, as well as heightened school-home relationships to ensure success. A professional development was created to support Ell student success, while ensuring students receive services and high-quality instruction. It is important to note that teachers face barriers such as teacher shortage, lack of materials, as well as a lack of qualified ELL teachers to effectively educate ELL students. However, through strong advocacy from both school and home, students who otherwise struggle can met and surpass their language and content level goals. This capstone calls for stronger ELL teacher preparation programs, an increase in the amount of PD specifically for ELL students, as well as instruction for teachers and parents regarding micro, macro and transformative advocacy