Lack of Appropriate Training to Support ELLs for Mainstream Teachers

Abstract

This capstone project aims to draw awareness to the lack of training that mainstream teachers receive to support English Language Learners (ELLs). The population of ELLs within the United State public school system continues to increase yearly, but many mainstream teachers are unaware of best practices to support these students within their content-area classrooms. The literature shows the effects of lack of education training that both pre-service and in-service teachers receive on ELL students. Such a lack of training can result in a feeling of low selfefficacy for both teachers and students, poor instructional choices, and a widening of the already prevalent achievement gap between ELLs and their non-ELL peers. In addition to raising awareness of this issue, this capstone project also aims to teach mainstream teachers and administrators best practices to support both the linguistic and content-area growth of ELLs in their classrooms. Through targeted and ongoing professional development for teachers and administrators, a culture of collaboration and shared knowledge of how to best support ELLs can be created. Future recommendations include a more rigorous ELL education curriculum for inservice teachers at a collegiate level, ongoing relevant ELL education training for in-service teachers and greater importance placed on the role of administrative involvement in ELL education.