Inadequate Support for Bilingual/ELL Teachers in Addressing Language Barriers

Abstract

This project aims to address the critical issue of inadequate support for English Language Learner (ELL) and bilingual teachers in effectively addressing language barriers experienced ELL students in educational settings. The research highlights the lack of essential materials and support necessary for teachers to create an inclusive learning environment. By investigating the factors contributing to this problem, including limited access to resources and a dearth of ongoing support systems, the study emphasizes the urgency of providing comprehensive solutions. To address these problems, a professional development (PD) seminar was designed at South Woods Middle School (SWMS) in the Syosset School District, aiming to equip teachers with the necessary tools and strategies to foster language development and cultural responsiveness. Additionally, the thesis offers recommendations for future research, including exploring innovative approaches to enhancing teacher preparation, studying the impact of increased collaboration among educators and stakeholders, and investigating the effectiveness of long-term support systems for sustaining positive outcomes. Through practical application and a case study at SWMS, this thesis seeks to promote a more inclusive educational experience for ELL students and empower educators to overcome language barriers effectively.