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dc.contributor.advisorMazurett-Boyle, Rosa
dc.contributor.authorCarrasquillo Deliz, Nastasha
dc.date.accessioned2021-09-07T21:27:37Z
dc.date.available2021-09-07T21:27:37Z
dc.date.issued12/18/2019
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4826
dc.description.abstractEnglish Language Learners have reported feeling uncomfortable and stigmatized in U.S. mainstream classrooms as their teachers feel ill-equipped to address ELLs’ linguistic, socio-cultural, and assessment challenges (Lucas, Villegas, & Freedson-Gonzales, 2008). The problem arises that teachers are not consistently creating and communicating high expectations for ELLs. The research suggests that this problem is related to teacher training inadequacy, misconceptions about ELLs' academic and linguistic development held by educators, and the lack of effective bilingual education. I designed a PD for middle and high school mainstream teachers. The PD will offer concrete ways for teachers to implement high expectations into their lessons such as creating language objectives sensitive to ELLs' linguistic and academic development. ELL education in mainstream classrooms can benefit from the information presented in this project as teachers can become more informed about and skilled in determining the best ways to support ELLs’ linguistic, socio-cultural, and evaluative developments.
dc.subjectEnglish Language Learners (ELLs)
dc.subjectLow Expectations
dc.subjectMisconceptions
dc.subjectBilingual Education
dc.subjectMainstream Educators
dc.subjectENL Educators
dc.titleEliminating Low Expectations for ELLs
dc.typethesis
refterms.dateFOA2021-09-07T21:27:37Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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