Date

5-2017

Document Type

Capstone Project (Open Access)

Degree Name

Bachelor of Arts (B.A.)

Department

Liberal Studies

First Advisor

Patricia Whang

Abstract

Due to pressures to acquire the English language, English Language Learners (ELL) have school schedules inundated with English Development and other English acquisition classes. This means most ELL students have few opportunities to take elective courses. Furthermore, ELL students at the basic proficiency level have Science and Social Studies excluded from their schedules. Additional challenges for ELL students include being segregated from their English only (EO) peers and inadequate development and training of teachers serving ELL students. Interviews were conducted with Administration, the English Language (EL) Specialist, and ELL Students at Wakefield Middle School, to better understand ELL students’ educational experiences and how to improve them. Emergent themes indicate the importance of structural changes to the school day and additional teacher professional development. Based on the findings, action was undertaken to enrich the educational opportunities of ELL students.

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