Effective ESOL Practices: Are ESOL Teaching Strategies Accessible to Non-ESOL Endorsed Teachers?

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Title
Effective ESOL Practices: Are ESOL Teaching Strategies Accessible to Non-ESOL Endorsed Teachers?
Author
Camille E. Rickis
Faculty Sponsor
Jessica Dougherty
Gavin Keulks
Date
4/1/2021
Abstract
There is a lot of research and recent knowledge regarding how Emergent Bilinguals (EBs) can best be taught content-based material and the English language in their K-12 schooling; however most of this knowledge is being taught only to ESOL endorsed teachers, bilingual teachers, or other ELD specialists who work with EBs directly. The truth is that every single teacher will have an EB in their class at some point in their career, and for most teachers that will be many more than just one student. I want to explore how the existing strategies that are known to be successful are being used by teachers who do not have training in ESOL and whether they can be made more accessible and seem more possible for these teachers who do not have a background in second language education. To do this, I will first examine what these most current strategies are. Through this examination, I am going to determine where the strategies can be modified to be accessible and realistically implemented by teachers who have less experience with ESOL or bilingual education. With these modified strategies, I will create the Sheltered Strategies Toolkit, a website that will show examples of how these tools can be implemented in the mainstream classroom. The Sheltered Strategies Toolkit will make it clear how the modified instructional methods can be put to use by all teachers, and will give me invaluable experience and knowledge as I gain a deeper understanding of the effective ESOL practices and how they can be used in my own future classrooms.
Type
Text
Honors Thesis
Department
Honors Program
Language
eng
Rights
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Identifier
honors_theses/247