Advocacy for English Language Learners in the Elementary Mainstream Classroom

Abstract

Increasing numbers of English Language Learners (ELLs) in elementary mainstream classrooms have made it difficult for classroom teachers in this setting. ELLs face many challenges in and out of the classroom and teachers are nowhere near prepared on how to advocate for this group of learners. In order to understand the issue, the review of literature aims to address the overarching question of how can elementary mainstream classroom teachers be an advocate for ELLs within their own classroom? Findings indicate that when the advocacy strategies are applied in the classroom, it leads to an increased positive relationship between the teacher and student. Findings also showed improvements in ELLs learning experiences and second language acquisition. A professional development (PD) was created to inform classroom teachers of the barriers ELLs face and advocacy strategies teachers can use to help their ELLs succeed. Implications for this research include that when schools provide PD addressing the needs of advocacy for ELLs, it encourages teachers to participate in professional committees that advocate for ELLs and students in general.