Date Approved

5-2-2022

Graduate Degree Type

Project

Degree Name

Education-Literacy Studies: TESOL (M.Ed.)

Degree Program

College of Education

First Advisor

Nagnon Diarrassouba

Academic Year

2021/2022

Abstract

Teachers throughout the United States continue to be ill-prepared to support the evergrowing English Language Learner (ELL) population. ELLs often experience less academic achievement than their non-ELL peers. One factor in this academic gap is the amount of preparation content area teachers receive. Content area teachers are not sufficiently prepared to teach ELLs because of the lack of training they receive in Second Language Acquisition theories and strategies. This project examines what the research has identified as negative factors that result in lack of teacher preparation, and how to address these factors. Additionally, the project examines what the research highlights as ideas and strategies content area teachers must know in order to successfully support the ELLs in their classrooms. Using the Comprehensible Input and Affective Filter hypotheses from Krashen, and the Threshold Theory from Cummins, this project will provide teachers with a base knowledge of Second Language Acquisition theories to address the social, emotional, and academic needs of their ELLs. The project compiles research-based strategies including Sheltered Instruction Observation Protocol and Culturally and Linguistically Responsive techniques into a professional development series, handbook, and mentoring session to ensure that teachers receive sustained, comprehensive training to support their ELLs.

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