Representing ELLs Within the Classroom

Abstract

This capstone project aims to support K-12 teachers and administrative support staff who work with English Language Learners (ELLs). The number of students classified as English language learners in America’s public school system has risen at a rapid rate. With the rise of ELL students in public schools educators are unaware of how to integrate cultural awareness activities into their curriculum. Many ELL students are starting to become misrepresented within the classroom. For ELLs to feel represented, many factors have been considered in creating culturally responsive teaching (CRT) and equitable opportunities. Solutions to the problem include implementations of educators reflecting on their own practices and biases, understanding CRT and strategies and resources that go along with it, effective ELL lesson plan templates, and fair and valid assessments and accommodations for ELLs. Several conclusions are relevant to lessening the misrepresentation of ELL students, including major themes of classifications of ELLs in the classroom, achievement gaps, and teachers’ perceptions and practices on CRT. Recommendations include ongoing professional developments outside of the school district for all staff, an increase in co-teaching and collaboration among ELL teachers and mainstream teachers, and teachers building positive relationships with ELL students.