SLIFE in a Mainstream Classroom

Abstract

This capstone project aims to support mainstream classroom teachers as the English Language Learner (ELL) population grows in the United States. Students of interrupted formal education (SLIFE), a sub-category of the ELL population often struggles in school from their past experiences migrating from war-torn countries and leaving their families behind. John M. Marshall Elementary School has a growing population of ELL students; teachers need support and resources to adequately accommodate their students' needs. To increase knowledge of the ELL population, teachers must understand their student's past experiences, the affective filter hypothesis, and zone of proximal development. They should also learn what ELL proficiency levels are, how to form relationships with students' families and bilingual colleagues, how to allow students to use language as a resource, how to create language objectives, how to properly scaffold and differentiate instruction for ELLs, reflect on lessons, and continue their education. In this project, I propose a professional development, “Seeing ELL Students Through a New Lens” aiming to help teachers to gain a better understanding of their SLIFE and the importance of continuing their education. As teachers grow their knowledge, the ELL population has a greater chance of achieving success. Teachers who continue their education to learn about the rising population of ELL students and their needs are more likely to accommodate for them properly, helping them to learn in a mainstream classroom setting.