Building positive skills for ELLs & ourselves

My inquiry questions is: How do teachers provide the support that the ELLs need while still meeting the needs of all other students in the classroom?

One of the resources that I really found useful for this inquiry question is titled The Positive Peer Effects of Classroom Diversity: Exploring the Relationship between English Language Learner Classmates and Socioemotional Skills in Early Elementary School by Michael A. Gottfried.

Gottfried, M.A. (2014). The Positive Peer Effects of Classroom Diversity: Exploring the Relationship between English Language Learner Classmates and Socioemotional Skills in Early Elementary School. Elementary School Journal, 1115(1), 22-48.

This article focuses on policies and practices that teachers can use to promote positive socioemotional skills on both Engish language learners and other students in the classroom (whether they require differentiated instruction or not). What really stood out to me from this article was that it talks about “how teachers can be each other’s resources”; Teachers are barely getting any resources for ELLs, but by helping each other out, we are problem soloving and working towards the same goal, which is to help support the students in our classroom.
This article was relatable for me as I am doing my practicum in a kindergarten classroom and coincidently this study was conducted on kindergarteners and first graders. This article will definitely be beneficial for my inquiry assignment.