Navigating the Challenges of Full-Immersion Programs for ELLs: The Impact on Development and Well-Being

Abstract

This thesis capstone project was designed with a primary focus on the most effective instructional methods and settings for meeting the diverse needs of English language learners (ELLs). In full-immersion instruction settings, there are many challenges that impact the development and well-being of ELLs. Medford Elementary School services a large population of ELLs and other students with diverse needs, thus emphasizing the impacting factors that coincide with classroom challenges such as socioeconomic status, lack of motivation, high anxiety, varying degrees of familial support and involvement, and lack of cultural diversity in full- immersive instructional settings. Solutions that actively combat these challenges include an open-house PDP for educators and families of newcomer ELLs that cover the strive for a more supportive learning environment for diverse learners. This includes the implementation of specific supportive methods, differentiated activities and instruction, regular scaffolding, and access to translated key content terms. It also includes a directory of supportive staff specific to language learners, such as socioemotional (SEL) coaches, ESL service teachers, and many bi/multilingual staff members ready to address both the needs of educators, families, and students at all times. Recommendations for future research include the idea that Medford Elementary’s open house should become an annual event open to new and returning families of ELLs to ensure that further comprehension and home/school gaps are being met.