Exploring the Methods of Differentiation to Support English Language Learners by Elementary Teachers in the Mainstream Classroom

The aim of this qualitative research study was to investigate strategies, outcomes, challenges, and resources of mainstreaming English language learners in elementary classrooms. The main research question that guided this study was: How is a small sample of Ontario elementary school teachers supporting the development of English proficiency and academic achievement for English language learners across subject areas? Semi-structured interviews with two elementary teachers were utilized to collect data. Findings suggest that differentiation in teaching and assessment is an effective strategy for supporting ELLs, which results in their increased achievement of classroom tasks as well as voluntary peer support from the English-speaking students. As well, teachers encounter challenges related to limited interaction between schools and families and the slow student learning process. Findings also suggest that a supportive school environment and professional resources are important in assisting teachers in supporting ELLs in a mainstream classroom. The implications of these findings suggest that an inclusive environment is conducive to improvement in ELLs’ learning outcome and social integration. Also, the research findings indicate that ELLs might demonstrate slow learning processes or low academic achievement initially because of their limited and developing English skills; such limitations may be misdiagnosed as learning disabilities due to educators’ insufficient knowledge of second language acquisition. This can result in ELLs with limited English skills being misplaced in special education programs