Integrating Language Literacy Policy for ESL/ELL Students (2015)

Undergraduate: William Brown

Faculty Advisor: Patrick Akos
Department: History

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My research topic is focused on the integration of language literacy policy in the schooling of ESL and ELL students with a focus on increasing English comprehension and mastering the English language. As of right now many ESL/ELL students in North Carolina are taught in English-only classrooms, and are pulled from those classrooms at various times of the day to work with ESL teachers in ESL classrooms. This kind of instruction works for many ESL students, but it lacks intensive inter-disciplinary vocabulary instruction that would increase the ability of ESL students to work and learn effectively in English only environments. Research done has shown that ESL students respond well to integration of language literacy policy, especially when this is coupled with an environment where they feel safe and where the teachers are culturally aware of needs the students have and challenges they face. In implementing the integration of language literacy, teachers would teach students English language vocabulary across many subject areas. Students then would not learn language for a subject only in that subject. For example, science vocabulary could be taught in English class. The integration of language literacy has the intention of increasing the ESL student¿¿¿s English vocabulary skills and their ability to abstractly think in English as they master the language through their classes. Policy therefore needs to be enacted to help ESL students achieve their full potential.