Date of Award
Master of Arts in Education
Education with Emphasis in English as a Second Language
Dr. Kelly Sadlovsky
early childhood, dual language learners, English learner, monolingual
Research confirmed that the number of students that would be classified as “English as a Second Language Student” has continued to increase in early childhood classrooms (Lewis, Sandilos, Hammer, Sawyer, & Méndez, 2016). Research findings indicated educator demographics have not had the same rate of change (Harrison & Lakin, 2018). Monolingual teachers needed to be equipped and have enough training to teach in culturally and linguistically diverse classrooms (Sawyer et al., 2016). This capstone analyzed and synthesized qualitative, quantitative, and mixed method studies that addressed ways to best support dual language learners (DLL) in monolingual classrooms. Several research studies provided evidence on the use of literacy rich classrooms, focused on peer interaction, increased DLL vocabulary, and culturally relevant pedagogy implementation. The research indicated teachers' beliefs and language and literacy practice can be improved with support of ongoing professional development (Ramírez, López, & Ferron, 2018). Educators provided with time to reflect and adequate training would positively support DLLs academic success (Sawyer, et al., 2016).