ELL Practices from Teachers' Perspectives within a Two-way Immersion Program
AuthorFagundes, Cristina E.
Reynolds School of Journalism
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Northern Nevada has a growing number of English Language Learners entering its school districts. As a result, teachers must find and use the best practices and techniques to teach these students. In this thesis, best practices are defined as “a set of guidelines, ethics or ideas that represent the most efficient or prudent course of action” (Best Practices, 2013). This thesis examines the English Language Learner (ELL) practices of three teachers and the principal at Green Academy. Each of the participants spoke on three common themes. The interviewee’s responses fell under the themes of the overall supportive practices, the importance of students, and the overall language and literacy practices. This research benefits teachers searching for appropriate and effective practices to use in the classroom with their ELLs. This thesis examines the perspectives of the teachers and principal within a two-way immersion school to determine the strategies that they argued were most effective in teaching their English Language Learners language and literacy.