STRUCTURES AND SYSTEMS AFFECTING COLLEGE AND CAREER READINESS FOR ENGLISH LEARNERS IN THE US EDUCATION SYSTEM

Francisca Nambiro

Abstract


The ability to use English effectively has become a critical factor for success in the modern American economy. For English language learners (ELLs), academic achievement requires more than conversational fluency; it involves acquiring advanced literacy and communication skills that allow them to engage with rigorous content, develop higher-order thinking, and participate in collaborative learning environments. The objective of this research is to examine the challenges and opportunities facing ELLs in meeting college- and career-ready standards while exploring instructional strategies that enhance their academic success. Specifically, the study seeks to understand how teachers can leverage students’ cultural and linguistic resources to support both content mastery and language development across subject areas. The methodology applied in this research draws upon a qualitative review of existing standards, instructional models, and theoretical frameworks. Bourdieu’s Theory of Cultural Capital serves as a guiding lens for analyzing how students’ prior knowledge, cultural background, and linguistic assets can be mobilized as strengths in the classroom. State-level standards for English Language Arts (ELA) and other disciplines were examined to identify the advanced competencies required for student progression. In addition, instructional practices such as scaffolding, sheltered instruction, and dual immersion were analyzed to determine how they address the dual challenge of language acquisition and academic content learning. Findings emphasize that teachers play a pivotal role in identifying the language demands of academic tasks and providing targeted supports. Effective strategies include scaffolding content, organizing peer interactions, and intentionally linking instruction to students’ native language skills and cultural experiences. The study underscores that states must ensure alignment among curriculum, assessment, and professional development to sustain equitable opportunities for ELLs. By integrating cultural capital into instruction, educators can foster independence, critical thinking, and readiness for postsecondary success.

 

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Keywords


English Language Learners (ELLs), Actor-Network Theory (ANT), Zone of Proximal Development (ZPD), Common Core State Standards (CCSS), English Language Arts (ELA), National Research Council's (NRC), Culturally Responsive Teaching (CRT) Grammar Translation

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References


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DOI: http://dx.doi.org/10.46827/ejel.v10i3.6275

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