Promoting Academic Achievement in ELLs

Abstract

This capstone project aims to support all educators and administrators who work with English Language Learners (ELLs). Nationwide, ELL students tend to display lower levels of academic achievement as compared to English-proficient (EP) students. ELLs tend to score significantly lower on state tests of reading and mathematics proficiency as well. Factors that impact ELLs academic success are lack of self-efficacy and motivation, lack of culture and native language in the classroom, inconsistent parental involvement, ineffective assessments, and educational policies. At Icahn Charter School 2, ELLs continue to be a growing population who become impacted by these factors and unfair practices. This makes it crucial that all educators attend professional development to better prepare themselves when working with ELLs. It is important that educators are promoting student self-efficacy, encouraging the use of L1 and culturally relevant materials in the classroom, engagement of parental involvement, and assessing students properly to promote academic success. There are many challenges ELLs face during their academic career. As educators, we must be aware of these challenges and provide possible solutions that encourage ELLs to meet grade level standards. It is crucial that ELLs are provided with equal learning opportunities as their non-ELL peers. To ensure each child succeeds to the best of their ability and meets grade-level standards, educators must be properly qualified to teach ELLs. Educators should have their certification in TESOL education, have had professional development opportunities, and knowledgeable of strategies for differentiation.