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dc.contributor.authorNarraway, Emily
dc.date.accessioned2022-12-22T19:11:41Z
dc.date.available2022-12-22T19:11:41Z
dc.date.issued2022-12
dc.identifier.urihttp://hdl.handle.net/20.500.12648/8033
dc.description.abstractEnglish Language Learners (ELL) are a growing population in the United States and more teachers are finding themselves unprepared to teach them. Research has identified three outcomes that could occur due to teachers' lack of knowledge on ELLs, over- or underrepresentation in special education, poor academic outcomes, and lack of cultural understanding. The literature shows these outcomes can be improved with proper education for teachers to better their understanding of ELLs academic and social abilities. To address these problems, a professional development (PD) to provide information and resources to teachers is proposed for Falconer School District, where teachers are invited to participate for an hour session. The goal of this PD is to provide teachers with information, resources, and strategies to become more effective educators for ELLs. Recommendations for further research and improvements include specialized training for special education teachers for ELLs that have disabilities and finding support available for schools that have migrant ELLs that travel from school to school.en_US
dc.language.isoN/Aen_US
dc.publisherSUNY Brockport, Department of Education and Human Developmenten_US
dc.subjectEnglish Language Learners,en_US
dc.subjectProfessional Development,en_US
dc.subjectLanguage Acquisitionen_US
dc.subjectCulturally Responsive Teachingen_US
dc.titlePrepared Teachers for English Language Learnersen_US
dc.typeMasters Thesisen_US
dc.description.versionNAen_US
refterms.dateFOA2022-12-22T19:11:41Z
dc.description.institutionSUNY Brockporten_US
dc.description.departmentDepartment of Education and Human Developmenten_US
dc.description.degreelevelMSen_US
dc.description.advisorAltalouli, Mahmoud


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