Supportive Classroom Contexts for Upper Elementary Latina/o English Language Learners

• In Event: 54.018 - Promising Scholarship in Education: Dissertation Fellows and Their Research

Abstract

The U.S. population of Latino students identified as English language learners (ELLs) is growing (Fry & Gonzalez, 2008; Kena et al., 2014). Latino ELLs require support in order to improve their academic English and academic content understanding (Lucas & Grinberg, 2008; Zeichner, 2003). However, these supports are lacking in classrooms across the country (Russakoff, 2011); for instance, many. teachers are English speakers who cannot communicate in ELLs’ home languages (Buysse, Castro, West, & Skinner, 2005). Given these constraints, what can teachers do to help ELLs benefit from instruction?

Author

• Holland Windels Banse, University of Virginia