Supporting Educational Opportunities for Rural ELLs

Abstract

This capstone aims to support rural educators, administration, and surrounding community members who work with English Language Learners (ELLs) to increase educational opportunities. With the projected increase in this population it is a concern that the rural ELL population will grow; however, mainstream teachers may be underprepared from the lack of exposure to the ELL population. As a result, marginalization and microaggressions may exist. Solutions to the problems within rural areas such as Romulus School district include educating and supplying all K-12 mainstream teachers with culturally responsive teaching techniques and tools, providing electronic pen-pal opportunities with diverse students around the world, promoting participation of cultural events within the school district and surrounding communities, and advocating for parental involvement and/or district liaisons for ELL students. Several conclusions such as culturally responsive teaching techniques and measurements of advocacy are made in attempt to decrease the deficits found within rural school districts. In addition, recommendations are included to implement ongoing professional development of ELL students as the population within the Romulus School District rises. Other recommendations such as further research of rural ELLs themselves is discussed as much of this research focused more on the impacts of educators and not the students.