English Language Learners in General Education: Unlocking Academic Potential

Abstract

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.