Empowering English Language Learners' Academic Potential Through Problem-Based Learning: Leading Teachers With a Capacity-Based Lens

• In Event: 66.028 - Empowerment and Equitable Education for Emergent Bilinguals

Abstract

The purpose of this study is to investigate the impact of Problem-based Learning (PBL) on middle school English language learners’ (ELLs) academic potential and classroom engagement when teachers use a capacity-based lens for identification. This paper reports on the findings of Year 1 data from the federally funded Javits grant, Project ExCEL, which uses PBL as a platform for both advanced academic identification and services. Participants included 385 middle school students participated in this study, of which 121 were classified as ELLs. Findings indicate that ELLs demonstrated increased content knowledge and engagement in the PBL setting and their teachers recognized their potential for academic performance through inquiry-based learning.
Keywords: Problem-based Learning, English language learners, capacity-based, equitable identification, multicultural, social justice

Authors

• Anne Horak, George Mason University

• Kelley E Webb, George Mason University

• Nancy Holincheck, George Mason University