English Language Learners’ Adjustment to School Culture in the United States

Abstract

This study explored the adjustment that English Language Learners (ELLs) face in schools in the United States and examined how to solve the challenges that ELLs face. The research discovered that ELLs develop poor mental health and have increased dropout rates when attending schools in the United States. Teachers do not have a sufficient amount of preparation for instructing ELLs. The results suggest that solutions are accessible literacy, Culturally Relevant Pedagogy, professional development and kinesthetic learning. Results are discussed in terms of implications for a product that contains a professional development based on utilizing Culturally Relevant Pedagogy in the classroom.