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    Barriers of Reclassified Former ELLs: Strategies for Success in the Mainstream Classroom

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    Author
    Corey, Lyndsay
    Keyword
    Former English Language Learners (ELLs)
    Reclassification
    Mainstream
    English Language Proficiency (ELP)
    Culturally And Linguistically Diverse (CLD)
    Date Published
    2019-12-11
    
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    URI
    http://hdl.handle.net/20.500.12648/4829
    Abstract
    Teachers receiving ELLs in their mainstream classroom need help integrating this population into the classroom. I propose that research-based strategies will support ELLs academic growth in literacy. Information for this capstone project was gathered through professional experiences, an observation, and a case study in an elementary mainstream reading classroom. This research aims to gather information about linguistic, sociocultural, and assessment challenges former ELLs face in mainstream classrooms. As a result, I set out to find research-based strategies for success in this setting. I created a two-day professional development with the goal of helping general education practitioners support former English language students. Materials include various research-based strategies to implement in the classroom. Altogether, the findings highlight the imperative need for teachers to provide additional accommodations to former ELLs as they transition from a sheltered program into mainstream classes in order to maximize academic success.
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    Education and Human Development Master's Theses

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