: Preparedness of Mainstream Teachers to Have ELLs in Their Classrooms

Abstract

This capstone aims to examine the problem that mainstream teachers are not prepared to have English Language Learners (ELLs) in their classrooms and how to assist teachers to be better prepared to educate ELLs in mainstream classrooms. ELLs are the fastest growing student population in the U.S. and are required to be in mainstream classrooms, yet this capstone project will discuss why teachers are not prepared to educate this rising number of ELLs. Contributing factors in teacher unpreparedness include negative perceptions of ELLs, lack of education in culturally responsive teaching and ESOL strategies, lack of support from administration and need for continued professional development. To help prepare mainstream teachers to have ELLs in their classroom, this capstone includes a professional development series that will address these problems and be implemented in the Greenfield school district. The PD will be based on research in the literature review and will focus on teaching mainstream teachers ESOL strategies, ESOL laws and guidelines, culturally responsive teaching, ELL family involvement, discussions with peers and times of self-reflection