Term

Spring 2019

Capstone

Capstone Project

Degree Name

MAESL

Facilitator(s)

Julia Reimer

Content Expert

Ellen Perrault

Abstract

The guiding question addressed in this capstone project is, how can we ensure that WIDA level one through three English Learners (ELs) are maximizing their learning potential and being provided with equitable learning opportunities in the mainstream? The purpose of this project was to explore and compile available resources related to serving and supporting WIDA level one through three ELs in mainstream educational contexts. The goal of this project was to create a professional development series intended to guide mainstream teachers in beginning to better understand who their ELs are and implement appropriate linguistic supports to ensure they are able to access grade level content and cognitively challenging learning tasks as much as possible regardless of their current English language proficiency. This project first expounds on the history of ELs in the U.S. public education system, as well as issues related to second language acquisition, equity, and ELs in mainstream educational settings. Additionally, it introduces eight low prep and easy to adapt linguistic scaffolds that can be employed to better support ELs in mainstream classrooms. Last, it discusses common issues for ELs related to traditional assessment and provides suggestions of alternate forms of authentic assessment for ELs in the mainstream classroom. The outcome of this project is a small toolbox of resources mainstream teachers can use and adapt to support individual EL needs to begin increasing equitable learning opportunities in the mainstream.

Project Type

Professional Development

Keywords

ESL/ ELLs, Teachers/ Teaching

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

Included in

Education Commons

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