Graduate Degree Type
Education-Literacy Studies: TESOL (M.Ed.)
College of Education
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.
Roesler, Molly K., "Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations." (2022). Culminating Experience Projects. 122.
Bilingual, Multilingual, and Multicultural Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Other Teacher Education and Professional Development Commons