Introduction

The inquiry project aims to provide educators with a comprehensive artifact that addresses the needs of ESL (English as a Second Language) students who require additional support, particularly in situations where having a designated ESL support teacher for each subject is not feasible. This e-portfolio includes an instructional course created to meet the needs of non-ESL classroom teachers by recognizing and understanding the characteristics of language learners at different stages of proficiency, including Newcomers (Starting/Emerging), Intermediate (Developing), and Advanced (Expanding/Bridging) levels.

 The artifact provided is based on relevant research on scaffolding instruction for language learners and provides practical strategies and practices that mainstream teachers can implement to support ESL students in their classrooms. The goal is to help educators better understand the unique needs and challenges of ESL students and equip them with effective strategies to support their academic growth.

 The project addresses the following key issues commonly faced by secondary educators who receive ESL students without adequate support:

1. Defining characteristics of ESL students at each proficiency level: insights into the typical characteristics and behaviors exhibited by ESL students at different stages of language proficiency, including Newcomers, Intermediate, and Advanced levels. This will help educators recognize and understand the linguistic and cognitive development of language learners, and tailor their instruction accordingly.

2. Research-based scaffolding strategies for language learners: a synthesis of current research on effective instructional strategies for scaffolding language learners' learning experiences. This includes strategies for building vocabulary, developing reading and writing skills, promoting oral language development, and fostering critical thinking skills.

3. Language learners' capabilities at each proficiency level: highlights the academic capabilities and strengths of ESL students at different proficiency levels. This will help educators set appropriate expectations for language learners and provide opportunities for them to leverage their existing skills while developing new ones.

4. Effective strategies for supporting ESL students: practical strategies that mainstream teachers can use to support ESL students in their classrooms, including differentiated instruction, visual aids, peer collaboration, and cultural sensitivity. These strategies will be geared towards helping language learners access content knowledge, develop language skills, and feel included in the classroom community.

5. Practices and strategies for supporting a multilingual classroom: recommendations for creating a positive and inclusive classroom environment that celebrates linguistic diversity and promotes cross-cultural understanding. This includes strategies for valuing students' home languages, promoting peer-to-peer language support, and using culturally responsive teaching practices.

6. Identifying readiness for academic demands: guidelines for mainstream teachers to assess when ESL students may be ready to move on to the next level of academic demands. This includes monitoring their language proficiency growth, academic progress, and self-assessment of their language skills.

By addressing these key issues, this artifact should serve as a valuable resource for educators who are working with ESL students in secondary classrooms without designated ESL support teachers. It provides practical strategies, evidence-based practices, and insights into the unique needs of ESL students at different proficiency levels, helping educators create inclusive and effective learning environments for language learners.

Capstone Research Questions

How can instructional design strategies best be applied towards assisting K12 teachers in delivering quality instruction to multilingual learners? 

How can e-learning theory principles that are used to address performance and knowledge gaps be applied to teaching K12 educators about the needs of multilingual learners?