BREAKING THE INEQUITABLE EDUCATION CYCLE FOR ENGLISH LANGUAGE LEARNERS THROUGH POLICIES AND PRACTICES IN AMERICAN SCHOOLS

Ellen Yeh, Guofang Wan, Michael R. Scott

Abstract


This study employed qualitative evidence synthesis (Saldaña, 2012) to critically examine and systematically analyze 63 studies published between 2000-2018 reporting positive educational impacts on English language learners (ELLs). Drawing on Scarcella’s (2003) academic English literacy framework and culturally responsive teaching (Gay, 2001), this study demonstrates three mechanisms to improve ELL outcomes. First, teachers should use both culturally responsive practices and knowledge of language acquisition. Second, fostering family and peer supports creates positive learning environments. Finally, long-term solutions require policies addressing the socio-politico-economic disparities affecting ELLs. These results show, in a synthesized fashion, an approach to equitable quality education for ELLs.

 

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culturally responsive teaching, English language learners, instructional strategies and practices, education policies, sociocultural environment

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DOI: http://dx.doi.org/10.46827/ejel.v5i4.3157

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