Restricted Access Thesis

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This study looks to understand the attitudes and experiences of elementary mainstream teachers regarding English Language Learners (ELLs) and to identify what the teachers are doing to accommodate ELLs in their classroom. Key influences in framing this study included colleagues who have ELLs in their classrooms, the ELLs at my private school in the Midwest, and Hamline University professors. Authors reviewed for this study include the following: de Jong & Harper, Cummins, Mabbott, and Peregoy & Boyle. The research methods used include a questionnaire and individual observations of eight participating elementary teachers. The results of the research determined the elements of a professional development plan to help the teachers understand how to better teach ELLs. Components of the plan include setting goals, in-service training, collaboration with the ESL teacher, and a Professional Learning Community.