Promoting Positive Identities Within English Language Learners (ELLs) at the Elementary Level

Abstract

The first experience I had working with English Language Learner (ELL) students is a distinctive memory that emerged the basis of this capstone project. A striking experience left me to formulate the research question for this capstone project: How to promote positive identity with ELL students at the elementary level. The research indicates that it is crucial for educators to comprehend the experiences of culturally and linguistically diverse children and use this knowledge to enhance their teaching practices. In fact, research suggests that there are many academic, cultural, familial, and social challenges ELL students face which impact identity development for young learners, specifically ELLs. Hence, a professional development (PD) was developed here for educators, ELL students, and their parents to discuss and collaborate on the importance of positive identity construction. Intended outcomes of the PD include educators confirming the presented research and supporting the notion to promote positive identities within their students through various teaching methods, activities, and strategies. My recommendation is that further research is needed on the effects of positive and negative identity development and how it can manifest through adolescence. This would confirm the essentiality of initiating positive identity construction beginning at the elementary level.