The state of Ohio does not currently mandate a class on teaching English language learners (ELLs) as part of teacher education programs. Therefore, this thesis is a resource to supplement the current program. As such, the present study aims to inform teachers about the terminology used in to relation to second language acquisition, the history of bilingual education, current bilingual education programs, and strategies for accommodating ELLs in the mainstream classroom.
In the first chapter of my thesis, I examine the terminology of bilingual education, so that this resource is understandable and usable for all teachers. The second chapter details the history of bilingual education and includes an overview of some bilingual education programs. The history helps the reader to understand how bilingual education has evolved and the policies which have shaped it. I have also provided the reader with some information about the goals and pros and cons of each program. The third chapter outlines strategies for accommodating ELLs in the mainstream classroom. In other words, these strategies should help teachers in schools that do not have established bilingual education programs.