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.
ESL/ ELLs, Teachers/ Teaching
Hillier, Madeline, "Academic English and WIDA Level One Through Three ELs in the Mainstream: Professional Development Series for Increased Educational Equity for ELs at the Elementary and Middle School Levels" (2019). School of Education and Leadership Student Capstone Projects. 276.
School of Education Student Capstone Projects