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dc.contributor.advisorMazurett-Boyle, Rosa
dc.contributor.authorCorey, Lyndsay
dc.date.accessioned2021-09-07T21:27:37Z
dc.date.available2021-09-07T21:27:37Z
dc.date.issued2019-12-11
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4829
dc.description.abstractTeachers 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.
dc.subjectFormer English Language Learners (ELLs)
dc.subjectReclassification
dc.subjectMainstream
dc.subjectEnglish Language Proficiency (ELP)
dc.subjectCulturally And Linguistically Diverse (CLD)
dc.titleBarriers of Reclassified Former ELLs: Strategies for Success in the Mainstream Classroom
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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