Masters Capstone Project

Abstract

Many mainstream classrooms in the U.S. are not fully equipped to meet the needs of the growing English Language Learner (ELL) population. The goal of this thesis capstone project is to inform pre-service and in-service educators, as well as administrators, about the importance of providing appropriate academic experiences for ELLs. It examines how deficiencies in teacher preparation and the presence of negative implicit biases toward ELLs can impact the language acquisition process, both cognitively and socioculturally. This project emphasizes the urgent need for effective teacher preparation programs that challenge educators to address their beliefs and attitudes towards ELLs. Findings show a strong correlation between the teacher preparation and teacher beliefs, underscoring that reflecting on self-efficacy and implicit biases is essential for ensuring that ELLs receive equitable and effective educational experiences.