Creating Inclusive Elementary Classrooms with English Language Learners

Abstract

The purpose of this capstone is to investigate how elementary general education teachers can create inclusive classrooms with English Language Learners (ELLs). It has been noted that ELLs lack an authentic sense of belonging in the classroom. The overarching question that I address in this capstone is: How can elementary general education teachers create an inclusive classroom community with ELLs? The literature states that in order to create an inclusive classroom community with ELLs, teachers must build relationships with students, meet social and emotional needs, provide culturally responsive instruction, and group students heterogeneously. To support teachers and students in creating an inclusive classroom community I created a professional development (PD) for K-6 elementary general education teachers. Through the PD teachers will be able to (a) define inclusion; (b) identify a challenge that ELLs face; (c) create and implement a lesson plan that will create an inclusive learning environment with ELLs. Future research is needed for differentiated strategies for different age groups of students, family involvement in the inclusive classroom community, and how to balance culturally responsive instruction while achieving state standards.