Impact of Differentiation on Long-Term Emergent Bilingual Outcomes

The No Child Left Behind Act in 2001 and the Every Student Succeeds Act in 2015 mandated reforms for English Learners in K–12 schools across the nation. This led to a focus on language development and instruction for emergent bilinguals. This dissertation uses the Plan-Do-Study-Act (PDSA) cycle to implement interventions for long-term emergent bilinguals in general education classes. The study aims to refine the cycle and impact system changes for improvement. Emergent bilinguals are identified through state-approved English language proficiency exams. Students scoring less than proficient are labeled as limited English proficient/emergent bilingual and offered English as a Second Language program experiences until they reach proficiency. The term "Limited English Proficient" does not provide a clear picture of these students' situations or needs. Additionally, some students may not meet reclassification criteria, leading to frustration and continued participation in the English as a Second Language (ESL) program. The lack of focused academic language instruction in high school settings contributes to an increasing number of long-term emergent bilinguals. At a large 6A high school in Texas, 86% of Limited English Proficient students are long-term emergent bilinguals who have not met language proficiency standards for reclassification and English as a Second Language program exit. This study examines the relationship between differentiation in general education classrooms and language development in long-term emergent bilinguals.