Abstract

This thesis identifies the English Language Learners (ELL) policies according to federal, state, and districts and compares these policies to what is currently implemented in Orange County Public Schools in the state of Florida. The introduction includes vocabulary for ELL and personal rational. They are followed by the history of the court cases and policies pertaining to the state of Florida that create a timeline. Immediately after, a literature review compares policies to what is being implemented in various states across the United States. Next, interviews with two former or retired Orange County Public Schools (OCPS) were conducted with findings supporting the information in the literature review. Results suggest there are inconsistencies in implementation across states. Two factors include vagueness of the wording of policies, and the power of implementing policies rests with the state and local districts. Furthermore, teachers report not being adequately trained to teach ELL students. In conclusion, the researcher proposes finding ways to elicit more consistency from federal, state, and local districts to advocate for the educational success of English Language Learners.

Thesis Completion

2020

Semester

Spring

Thesis Chair

Michael-Luna, Sara

Degree

Bachelor of Arts (B.A.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Early Childhood Education

Language

English

Access Status

Open Access

Release Date

5-1-2020

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