please edit my work accordingly with the feedback that my professor gave me, you can adjust and change as much of it as you like I need this help because I am not good in English I am just translate, I will rate all your hard word please!! Very important for me I need this so much please!

Feedback from Professor:

Describe your topic and why it interests you. You may include personal or professional experiences to explain your choice of topic (l-2 paragraphs). You must include your Overarching Question (OQ) and three Research Questions (RQs), plus the two main outcomes that you will focus on from the EML program outcomes (Theory, Pedagogy, Community, Advocacy). The introduction should be 1 1/2 - two pages in length at this point, which you will add to and/or revise from peer and instructor feedback. In this section, you may also wish to include information from optional sources such as demographic data related to English learners, etc., if relevant to your topic.

is this your connection to the EML program? you need to clearly state why the topic is of interest to you.

you did not state your research questions like I asked you to.

you are supposed to have a lit review section before the results. Have you combined them?

Please revise according to this: In writing this section, you should focus on what you have learned, express your thoughts about what you feel about your topic and how the information you gathered in the course of your investigation aligns with as well as answers both your overarching question and your research questions. It is possible that you will find that the themes you discussed in your Literature Review, after revision and reflection, may impact the exact wording of your Research Questions. As research writing is a recursive process, you may find that you should modify the RQs presented in the introduction as what you present in your Results has shifted with reflection and retrospection. Your OQ might even change slightly, but all of this is normal and part of the research writing process.

challenges and barriers to what for the topic of one of your paragraphs?

I wish you had used headings!

I believe this serves as your analysis section? make your discussion section the analysis section

Revise according to this: Re-examine all of the research paper components. More specifically, the Conclusions and Implications section of your Capstone research paper is designed to tie everything together and make sense of complex and challenging concepts/issues with suggestions for future actions based upon it. This section will summarize briefly the evidence found in your research while using your research questions as a guide. The implications you draw from your conclusions should include possible practice or further study implications.

which framework? CALP?

My Paper:

Education Strategies to Improve Bilingual Student Outcomes

Project Part 3: Introduction and Literature Review

Mary Lou Fulton Teachers College, Arizona State University

Zainab Khadum

Dr. Yalda Kaveh

BLE: 597 November 17, 2024

Introduction

For my capstone project, I sought to examine effective ELL pedagogies and the methods that work best to improve the math and literacy scores of primarily Spanish-speaking student populations in elementary school. Being an elementary school teacher for a few years, I have employed various pedagogies to better support my students, however, a large part of the student population I teach are bilingual. With their bilingual status, many students have a hard time learning core concepts due to a lack of understanding of various terms and definitions I provide. Besides my classroom, this problem is also faced by many teachers at my school. While paraprofessionals are vital to bridging this gap, classroom teachers can also employ effective strategies to improve the educational outcomes of their students. Bilingual education continues to be a focus of current educational research and pedagogical approaches, especially for English Language Learners (ELLs) in elementary school settings. My capstone project's goal is to critically analyze the instructional approaches that have the potential to improve the academic performance of mostly Spanish-speaking student populations, especially in the areas of literacy and mathematics. I have direct familiarity with the particular difficulties faced by bilingual pupils because of my background as an elementary school teacher and the makeup of my class. These kids' learning experiences are complicated by the combination of language obstacles, cultural quirks, and shifting educational policy, which frequently results in differences in academic performance. More than 4.4 million students are enrolled in English language learner programs nationwide, as Chin (2015) points out, highlighting the urgent need for successful pedagogical interventions. Given this demographic reality, it is imperative to look at two things: how to give teachers the tools they need to work with bilingual pupils, and how these tools might be modified to close language gaps in classrooms. Specifically, I continue to concentrate on developing instructional practices that improve assessment results without sacrificing the comprehensive educational experience of Spanish-speaking students. Bilingual education is a significant challenge that educators are currently confronted with, particularly in light of the fact that schools all throughout the United States are experiencing an increase in the number of kids whose first language is not English. It has been reported by the National Center for Education Statistics (NCES, 2021) that the number of students who are learning English as a second language (also known as ELLs) in public schools has dramatically increased over the course of the past ten years. There are significant difficulties that these kids must overcome, notably in the areas of literacy and mathematics, where linguistic competence is frequently linked to academic achievement. As an elementary school teacher who works with a student population that is primarily Spanish-speaking, I have had the opportunity to witness personally the considerable challenges that bilingual youngsters face. In addition to linguistic hurdles, these factors include cognitive, emotional, and cultural barriers as well. There is a significant discrepancy in academic accomplishment between kids who are bilingual and their peers who are monolingual. This gap is especially noticeable in disciplines such as reading and mathematics, where it is critically important to comprehend difficult terminology and conceptual language in order to achieve success.

For a considerable amount of time, bilingual education programs have been a subject of discussion and investigation. This is because educators, politicians, and academics have been looking for the most efficient ways to encourage language development while also developing academic achievement. In recent years, there has been a rising realization that bilingual students possess distinct cognitive strengths, such as enhanced executive function and problem-solving skills, which, if exploited effectively, can dramatically boost their academic performance (Bialystok, 2017). These strengths can be utilized properly to improve the academic performance of bilingual children. Educators, however, need to adopt instructional strategies that bridge the gap between students' home language and English in order to maximize on their abilities. This is especially important in academic core areas such as mathematics and literacy.

The objective of my capstone project is to investigate a variety of instructional approaches that have the potential to enhance the academic performance of bilingual kids, particularly in primary schools, where the development of fundamental abilities in literacy and mathematics is of utmost importance. The purpose of this review of the relevant research and analysis of the present educational practices is to investigate the role that bilingual education programs, instructional strategies, and policies can play in effectively assisting bilingual students in overcoming the academic problems that they are confronted with. ELLs who speak Spanish will be the primary focus of attention because they are among the largest groups of bilingual pupils in schools across the United States. After all is said and done, the objective is to identify solutions that are not only helpful in boosting academic accomplishment but also promote a holistic approach to bilingual education that acknowledges the cultural and linguistic richness that these students bring to the classroom.

This issue of barriers to education has been seen to be increasing due to factors such as immigration, inadequate bilingual policies in the schooling system and different home language systems. Linguistic barriers to learning in regular classrooms account for more than 4.4 million students who are registered under English language learner programs (Chin, 2015). Seeing the increasing number of students who rely on such programs, I was curious to understand how classroom-teachers can help the student population to better develop their language skills. In the past, I have relied on assessments as my primary source of student success. Seeing how this was a large part of the student's grade, this can hurt the students' performance if they do not understand a question due to existing language barriers. This led me to examine effective methods to improve classroom assessment scores for Spanish students within the classroom. The dynamics of academic engagement among English language learners in various instructional grouping configurations are examined in this article, exploring how different grouping techniques, including whole-class or small-group settings, affect ELL students' engagement and general learning outcomes (Thurston, L. P., and Brooks, K., 2010). According to the study, different instructional configurations result in different levels of participation and engagement from ELLs; smaller more concentrated groups typically provide more academic engagement. According to the article, smaller groups might offer a more encouraging setting for language practice and comprehension, underscoring the significance of modifying teaching methods to accommodate the various demands of bilingual students. Understanding the cognitive advantages of bilingualism and utilizing them to improve academic results are essential for creating effective teaching strategies. According to several studies, bilingual students outperform their monolingual classmates in executive functioning domains like problem-solving and cognitive flexibility (Bialystok, 2017). By incorporating these natural benefits within an educational framework, ELL kids can overcome academic obstacles and experience increased engagement.

Adopting programs in two languages is one effective tactic. Both academic content mastery and linguistic fluency in the students' native tongue and English are concurrently promoted by these programs. By offering teaching in both languages, they foster linguistic and cognitive development, which supports the general cognitive advantages of bilingualism and, according to Bartolotti and Marian (2017), promotes improved vocabulary acquisition in succeeding languages. Peer-mediated interventions, which place children in cooperative learning environments where language is used and repeated in context, provide substantial benefit in addition to organized bilingual programs. According to D. Pyle et al. (2017), these treatments are beneficial for improving language acquisition through social contact, which makes learning more engaging and collaborative.

Results

Numerous studies in recent years have looked at how bilingual education affects students' performance in the classroom. Students who are fluent in two languages have an academic edge because of the many studies that have shown the positive effects of bilingualism on cognitive development, particularly in the areas of executive functions like problem-solving and multitasking (Bialystok, 2017). Studies have shown that when it comes to tests of working memory, attention management, and cognitive flexibility, bilingual pupils generally do better than their monolingual counterparts. Nevertheless, the difficulties they encounter in mainstream classrooms owing to language limitations frequently outweigh these cognitive advantages, especially in arithmetic and reading (Champoux-Larsson et al., 2021). Teachers face a significant difficulty in figuring out how to put these cognitive gains into action so that students do better in foundational courses. The idea of Cognitive Academic Language Proficiency (CALP) has far-reaching consequences for bilingual education, and Cummins (1981) argues that it differs significantly from the Basic Interpersonal Communication Skills (BICS). In contrast to CALP, which is essential for academic performance but takes more specific training to develop, BICS grows quite rapidly. Although bilingual students may excel in social language, they may find it challenging to master academic language necessary for courses such as reading comprehension and mathematics (Cummins, 1981). The development of CALP must thus be prioritized in successful teaching practices in order to close this gap. Research shows that bilingual people have improved executive functions, including problem-solving, multitasking, and cognitive flexibility, demonstrating the well-established cognitive advantages of bilingualism. According to Bialystok (2017), bilingualism promotes greater cognitive growth, which has benefits for education. The practical difficulties encountered in regular classes, especially when students are required to traverse difficult academic material in a language other than their mother tongue, frequently outweigh these advantages (Champoux-Larsson et al., 2021). Cummins (1981) distinguishes between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language skills (CALP), highlighting the importance of advanced language skills for academic achievement. While CALP incorporates abilities necessary for comprehending academic information in topics like mathematics and literacy, BICS is related to conversational fluency that naturally develops in social circumstances. The distinction emphasizes the need for focused teaching strategies that build students' CALP in order to support academic success. Numerous teaching techniques designed to accommodate multilingual students' demands are revealed by the literature. Smaller, more targeted instructional groups encourage stronger academic engagement for English Language Learners (ELLs) because they establish supportive environments that make language and topic learning easier to access (Thurston and Brooks, 2010). According to Pyle et al. (2017), peer-mediated interventions have been demonstrated to be very successful in improving academic results and language learning by utilizing social interactions. The education of bilingual children has been the topic of a significant amount of research, particularly in the context of English Language Learners (ELLs), who are confronted with the twin task of obtaining fluency in English while concurrently mastering content knowledge in disciplines such as mathematics and literacy. According to the findings of Bialystok (2017), bilingualism is not only a cognitive deficiency but rather a cognitive asset that improves students' problem-solving ability, multitasking capabilities, and cognitive flexibility. It is commonly believed that bilingual pupils are capable of higher levels of academic performance than they actually are. These cognitive benefits show that this is the case. On the other hand, this potential is not always fulfilled in classrooms that do not effectively address the academic and language demands of the students who are studying there. Exploring the theoretical foundation of bilingual education is an important issue that has to be investigated. There is ongoing advancement in the field of study concerning bilingualism and the influence it has on cognitive development. According to Bialystok (2017), bilingual students frequently exhibit improved executive function skills, including cognitive flexibility, problem-solving, and attention management. You have noted that bilingual kids regularly demonstrate these talents. The cognitive advantage that multilingual kids possess presents a tremendous opportunity to improve the overall learning experience for these pupils.

It has been suggested by cognitive theories, particularly those that are associated with bilingualism, that the dual-language experience of bilingual learners strengthens their cognitive control processes. Research conducted by Bialystok (2017) and others reveals that persons who are bilingual tend to have greater executive control as a result of the continual switching between languages. This is because the constant switching between languages enhances the cognitive control systems in the brain. This increased cognitive flexibility not only helps in the process of learning other languages, but it also increases the capacity to traverse complex academic tasks such as solving mathematical problems, reading comprehension, and multitasking across a variety of subject areas.

Tasks that entail high degrees of language switching or code-switching should be intentionally incorporated into the classroom by educators in order to take advantage of these cognitive benefits. Some examples of such tasks include collaborative problem-solving exercises, peer tutoring, and bilingual scaffolding. For instance, students who are bilingual can be encouraged to debate academic issues in both their home language and English. This gives them the opportunity to utilize their full linguistic and cognitive capacity. Language is viewed as a fluid and participatory process rather than a fixed and separate skill, which is consistent with the ideas of "dynamic bilingualism," which are aligned with this approach.

Challenges and Barriers Even if these steps have proved helpful, a number of barriers still stand in the way of multilingual students' academic advancement. The lack of resources and support for bilingual children in many schools is a significant barrier. Diagnosing learning issues in bilingual students may be problematic due to the interaction between language development and academic performance (Scott et al., 2014). Additionally, bilingual students who are immersed in an English-dominant environment may experience language attrition, which is the loss of proficiency in their native tongue. This issue and limited access to effective bilingual programs may have a substantial influence on language and academic development. Champoux-Larsson et al.2021, noted that the research explores the cognitive and social flexibility benefits of bilingualism. Sources support that bilingual individuals tend to demonstrate higher levels of adaptability in social contexts, which can influence classroom dynamics positively. The study suggests that these cognitive advantages can be leveraged to improve social and academic interactions among students, potentially benefiting their overall educational experience. The academic effects of peer-mediated interventions on English Language Learners (ELLs) are improving academic engagement and creating a more dynamic learning environment, by demonstrating how peer-mediated interventions can greatly help ELLs (D. Pyle, et al., 2017). Several scientific sources highlight how well these interventions work to help ELLs acquire the language and do better academically. ELL academic progress is hampered by a variety of factors. Linguistic hurdles impact students' social integration in the classroom in addition to making it more difficult for them to understand academic subjects. Chin (2015) claims that over 4.4 million pupils enrolled in ELL programs are greatly impacted by the language difficulties these students confront. Policies that disregard the unique needs of bilingual education and a lack of systemic support frequently make these obstacles worse. Bilingual kids contribute cultural and linguistic resources to the classroom that are sometimes overlooked by policies that are only focused on English competency.

Furthermore, many ELL students' educational journeys are made more difficult by the disconnect between evaluation techniques and learning styles. There is a drawback to using standardized testing as the main indicator of academic achievement; it frequently misdiagnoses bilingual children' learning capacities since it does not adequately reflect their talents. According to Helman (2005), because standardized examinations prioritize English language ability above subject-matter knowledge, they frequently undervalue the academic potential of ELL students. Understanding the cognitive advantages of bilingualism and utilizing them to improve academic results are essential for creating effective teaching strategies. According to several research, bilingual students outperform their monolingual classmates in executive functioning domains like problem-solving and cognitive flexibility (Bialystok, 2017). By incorporating these natural benefits within an educational framework, ELL kids can overcome academic obstacles and experience increased engagement.

Adopting programs in two languages is one effective tactic. Both academic content mastery and linguistic fluency in the students' native tongue and English are concurrently promoted by these programs. By offering teaching in both languages, they foster linguistic and cognitive development, which supports the general cognitive advantages of bilingualism and, according to Bartolotti and Marian (2017), promotes improved vocabulary acquisition in succeeding languages.

Peer-mediated interventions, which place children in cooperative learning environments where language is used and repeated in context, provide substantial benefit in addition to organized bilingual programs. According to D. Pyle et al. (2017), these treatments are beneficial for improving language acquisition through social contact, which makes learning more engaging and collaborative. In light of the fact that many bilingual kids are unfairly penalized by exams that do not take into account their linguistic background, your critique of standardized testing is particularly significant. Standardized examinations frequently place a higher priority on linguistic competency in English, while overlooking the complexity of the cognitive talents of bilingual kids. This is a continuing problem in educational policy. According to research that has been conducted on a constant basis, bilingual kids may have a low performance on exams that measure their fluency in English; nevertheless, this does not fully reflect their academic ability or cognitive capacity (Helman, 2005).

It is imperative that educational systems look into more dynamic modes of evaluation that are more suited to the requirements of bilingual pupils in light of the issues that have been raised today. Alternatives such as "formative assessment," which is continuous, adaptable, and focuses on the development of pupils throughout time rather than a single performance metric, are one example of such alternatives. The use of oral presentations, collaborative projects, and portfolio evaluations are all examples of formative assessment methods that can be incorporated into the assessment process. These methods all provide students with the opportunity to demonstrate their comprehension in both languages. As a result of the fact that they do not solely rely on students' written language competence, these evaluations also offer a more comprehensive perspective on the academic skills enjoyed by pupils.

Furthermore, research on "culturally responsive assessment" highlights the significance of establishing assessment instruments that take into consideration the cultural and language backgrounds of pupils. According to Scott et al. (2014), this method ensures that bilingual students are evaluated in a manner that is more indicative of their cognitive and academic talents than it is of their competency in the English language. A more comprehensive picture of a student's performance can be obtained through the use of such evaluations, which may include multilingual rubrics and activities that involve the student's native language.

One of the most important aspects of successful bilingual education is the use of culturally responsive pedagogy (CRP), which recognizes and appreciates the cultural knowledge that bilingual students bring to the classroom. The practice of culturally responsive teaching (CRT) is based on the cultural assets of students. This not only helps to create n environment that is more welcoming to all, but it also improves academic performance by establishing a connection between learning and the experiences that students have actually lived. Teachers that apply CRP are better equipped to make the curriculum more relevant and engaging for bilingual students. This is because they are able to draw on the students' native languages, cultural backgrounds, and experiences from the real world to provide meaningful learning opportunities for their students.

The use of scaffolding is an effective educational method that works in conjunction with CRP. During the process of knowledge acquisition, scaffolding offers pupils a framework that is both structured and supportive, as you have pointed out. Scaffolding is especially crucial for students who are bilingual because it enables them to access content and academic language that is significantly more difficult to understand in a manner that is more manageable. As part of the scaffolding process, tasks are broken down into smaller, more manageable sections, visual aids are utilized, examples are provided in both languages, and opportunities for collaborative peer support are made available. Scaffolding can be done in a stepwise manner, with the level of complexity growing as pupils further develop their language skills and comprehension. By taking this method, it is ensured that kids gain both content knowledge and language skills simultaneously, so laying a solid foundation for academic success in areas such as literacy and mathematics.

Discussion Another barrier is the push to standardize assessments, which don't always account for the diverse range of student languages. The language proficiency required to understand the test content may not be sufficiently assessed by standardized tests, which could result in an incorrect representation of bilingual students' true academic performance (Helman, 2005). The over-reliance on these assessments can lead to academic underachievement and despair for bilingual students. By analyzing the historical and current circumstances of bilingualism in education, add to the continuing discussion about bilingual education. Bilingual education laws have changed over time and it has affected bilingual students' academic performance (Baker, et., 2016).The significance of incorporating linguistically and culturally sensitive teaching methods that acknowledge and capitalize on students' bilingualism is emphasized. The emphasis for ongoing research in bilingual education to guide policy changes and call for more sophisticated and evidence-based strategies that go beyond superficial bilingual programs is necessary (Baker, et., 2016).

Since the number of bilingual students attending public schools is predicted to increase, educators and legislators in the United States must prioritize developing effective educational techniques that address the unique needs of bilingual children. Bilingual learners can benefit from a range of approaches, such as dual-language programs, peer-mediated interventions, scaffolding, and culturally sensitive teaching techniques. However, there is still more work to be done before we can eradicate the systemic barriers that multilingual students encounter, including inadequate funding, misdiagnosis of learning disabilities, and the limitations imposed by standardized testing. Jim Cummins' research on the differences between Cognitive Academic Language Proficiency (CALP) and Basic Interpersonal Communication Skills (BICS) provides important context for understanding the difficulties bilingual students encounter in the classroom. According to Cummins (1981), CALP includes the more sophisticated and abstract language needed for academic success, whereas BICS refers to social language abilities that emerge quickly and spontaneously. This distinction emphasizes the necessity of specialized teaching methods that target bilingual students' development of CALP. In order to ensure that kids gain the academic language competence required to succeed in topics like reading comprehension and mathematics, educators must give priority to CALP through focused teaching strategies. This framework challenges teachers to reevaluate conventional teaching strategies in favor of encouraging a deeper comprehension. By building on pupils' prior knowledge, scaffolding approaches facilitate progressive learning. This approach works especially well for bilingual students because it offers a framework for concurrently increasing language and topic complexity. Additionally, peer-mediated learning fosters a supportive and participatory atmosphere that helps increase ELLs' academic and language self-efficacy. Techniques like paired language exchanges or shared learning assignments between native and non-native speakers have demonstrated promise in boosting confidence and language proficiency. The academic achievement of bilingual children can be greatly impacted by new teaching approaches that prioritize contextual learning opportunities, scaffolded learning settings, and culturally responsive pedagogy. According to Cummins (1981), scaffolded education that builds on existing knowledge while introducing academic language gradually can help students move from BICS to CALP. Students acquire the academic linguistic skills required for success in areas like arithmetic and literacy thanks to this steady transition. Fundamental Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) are two distinct categories that are distinguished by the framework developed by Jim Cummins in 1981. Conversational fluency, also known as BICS, is a phenomenon that occurs rapidly in bilingual kids as a result of their participation in social interactions. On the other hand, academic language proficiency, or CALP, is a requirement for academic achievement in areas such as mathematics, science, and literature. It is common for bilingual kids to struggle with CALP, which requires specific instruction and practice, according to Cummins. However, bilingual children may rapidly learn BICS. This distinction is especially significant in the field of bilingual education because it draws attention to the gap that frequently exists between the ability of students to talk smoothly in social contexts and their capacity to engage with academic subject that needs specialized vocabulary and sophisticated sentence structures.

It has been demonstrated through research that the development of CALP takes years, and in the absence of specialized education, bilingual kids may have difficulty comprehending academic information that is presented in English. For instance, in the field of mathematics, phrases such as "sum," "difference," or "product" might be especially difficult for English Language Learners (ELLs) who do not yet possess the linguistic tools necessary to comprehend abstract ideas. Teachers need to design tactics that explicitly target the development of CALP. Some examples of these strategies include the utilization of scaffolding techniques, the provision of language supports, and the realization that content should be intelligible to students with varying levels of language competence.

Strategies of Instruction for the Instruction of Bilingual Students

Research has demonstrated that there are a number of teaching strategies that are beneficial in assisting bilingual kids in achieving academic achievement, particularly in the areas of reading and mathematics. One of these strategies is called scaffolding, and it entails giving students with temporary supports that assist them in accessing content at a level that they would not be able to achieve independent of the scaffolding. Structural scaffolding may consist of visual aids, graphic organizers, or texts that have been simplified. The findings of Pyle et al. (2017) indicate that peer-mediated treatments, in which students collaborate in pairs or small groups, have also been shown to be very useful for children who are bilingual. Students have the opportunity to engage with academic material while also enhancing their language abilities in these various settings, which provide them with a low-pressure atmosphere in which to practice their language skills.

Programs that offer teaching in both the students' native language and English have also been demonstrated to be helpful in fostering both academic and linguistic growth. Dual-language programs incorporate both languages into their curriculum. These programs assist students in maintaining their native language while simultaneously developing competency in English, which ultimately results in increased academic achievement across a variety of topic areas (Bartolotti & Marian, 2017). Dual-language programs not only assist students strengthen their language skills, but they also contribute to the development of cultural pride and identity, which can lead to an increase in students' degree of engagement and motivation to learn.

The use of collaborative learning, in which students work together to solve issues, perform tasks, or discuss academic topic, is another prominent method. It has been discovered that people who are learning English as a second language (ELLs) benefit greatly from this method since it gives them several opportunity to practice language in natural settings. Peer contact provides students with the opportunity to obtain instant feedback, clarify any misunderstandings that may have arisen, and develop their academic language in a social setting environment. The findings of research conducted by Thurston and Brooks (2010) provide credence to the notion that small group settings, in which language learners are able to work together and communicate with one another, offer more prospects for engagement and academic success than big classrooms that revolve on lectures.

Taking a Look at the Development of Bilingual Students

When it comes to evaluating the academic achievement of bilingual pupils, there are some specific problems. Standardised examinations, which are frequently used in schools across the United States, frequently fail to adequately reflect the academic abilities of English Language Learners (ELLs). This is especially true when these tests are created primarily for kids who use English as their primary language. Standardized examinations frequently place a higher priority on language competency than subject-matter knowledge, which results in the underachievement of bilingual children who may have great content knowledge but lack fluency in English. Helman (2005) makes this observation. This problem can lead to an erroneous portrayal of a student's academic ability and may contribute to the underdiagnosis of learning disorders or other academic issues. There are also additional potential consequences of this issue.

A more realistic image of a bilingual student's academic development can be obtained through the use of alternative assessment methods, such as portfolio assessments or formative assessments, which follow the progress of the student over the course of assessment. The use of these assessments enables educators to concentrate not only on the development of students' language skills but also on the enhancement of their academic abilities in subject areas such as reading and mathematics. In addition to this, they offer essential information that may be used to personalize education to match the specific requirements of each individual student.

Conclusion and Future Directions

More research is needed to determine the best practices that can be used in different educational environments and to understand how these strategies impact the long-term results of bilingual children. More collaboration between educators, school administrators, and legislators is required to further ensure that multilingual students have the support they require to succeed academically and socially. Bartolotti and Marian (2017), highlights the cognitive advantages of bilingualism by showing that bilingual people can use their native tongues to help them learn vocabulary in a third language. Ideas suggest that current linguistic resources should be actively used as a basis for future language growth, this research is especially pertinent to bilingual education. The notion that bilingual students have cognitive benefits, such improved memory and mental flexibility, raises the possibility that teachers can use bilingual students' native tongues as teaching aids for new academic material. In order to boost vocabulary acquisition and general academic performance, instructional approaches that encourage the strategic use of students' home languages in addition to English may eventually result in more proficient bilinguals. Olsen, Scarcella, and Matuchniak (2015), mentioned the difficulties and methods associated with ELLs and the Common Core State Standards (CCSS). They draw attention to how ELLs frequently find it difficult to meet the Common Core's language requirements, especially when it comes to mastering academic language. In order to assist ELLs in acquiring the writing abilities required to satisfy the Common Core requirements is an important teaching methodology. Sources above mention the strategies that give ELLs opportunity to use academic language in relevant circumstances, scaffolded support, and explicit language instruction. By building on pupils' prior knowledge, scaffolding approaches facilitate progressive learning. This approach works especially well for bilingual students because it offers a framework for concurrently increasing language and topic complexity. Additionally, peer-mediated learning fosters a supportive and participatory atmosphere that helps increase ELLs' academic and language self-efficacy. Techniques like paired language exchanges or shared learning assignments between native and non-native speakers have demonstrated promise in boosting confidence and language proficiency. In order to improve the outcomes for bilingual students, it is necessary to take a multifaceted approach that acknowledges the cognitive benefits of bilingualism, incorporates effective teaching practices such as dual-language programs and peer-mediated interventions, and advocates for an assessment method that is more inclusive and flexible. It is imperative that educators be equipped with the information and skills necessary to handle the specific requirements of bilingual students, and that educational policies be revised to ensure that these students have equal access to opportunities that will allow them to flourish. The future of bilingual education lies in the creation of an atmosphere that encourages the development of both linguistic and academic skills. This will ensure that bilingual students not only overcome language hurdles but also flourish academically and socially.

We can come closer to achieving educational equity for bilingual learners if we continue to explore and adopt these methods that are supported by evidence. This will pave the way for an educational system that is more inclusive, diverse, and successful.

Empirical Scholarly Sources

• Bartolotti J, Marian V. Bilinguals' Existing Languages Benefit Vocabulary Learning in a Third Language. Lang Learn. 2017 Mar;67(1):110-140. doi: 10.1111/lang.12200. Epub 2016 Aug 10. PMID: 28781384; PMCID: PMC5538263.
• Bialystok E. The bilingual adaptation: How minds accommodate experience. Psychol Bull. 2017 Mar;143(3):233-262. doi: 10.1037/bul0000099. PMID: 28230411; PMCID: PMC5324728.
• Champoux-Larsson, MF., Dylman, A.S. & Esteves, F. Empirical investigation of the relationship between bilingualism and social flexibility.J Cult Cogn Sci5, 65-80 (2021).https://doi.org/10.1007/s41809-021-00076-7
• Cummins, J. (1981). Empirical and Theoretical Underpinnings of Bilingual Education. Journal of Education, 163(1), 16-29.https://doi.org/10.1177/002205748116300104
• Chin, A. Impact of bilingual education on student achievement. IZA World of Labor 2015: 131 doi: 10.15185/izawol.131
• Brooks, K., & Thurston, L. P. (2010). English Language Learner Academic Engagement and Instructional Grouping Configurations.American Secondary Education,39(1), 45-60. http://www.jstor.org/stable/41406182

Other Scholarly Sources

• Pyle, D., Pyle, N., Lignugaris/Kraft, B., Duran, L., & Akers, J. (2017). Academic Effects of Peer-Mediated Interventions With English Language Learners: A Research Synthesis.Review of Educational Research,87(1), 103-133. http://www.jstor.org/stable/44667650
• Scott, A. N., Hauerwas, L. B., & Brown, R. D. (2014). State Policy and Guidance for Identifying Learning Disabilities in Culturally and Linguistically Diverse Students.Learning Disability Quarterly,37(3), 172-185. http://www.jstor.org/stable/44290339
• NTPS Dashboard. (n.d.). https://nces.ed.gov/surveys/ntps/ntpsdashboard/Dashboard/AZ
• Digest State Dashboard. (n.d.). https://nces.ed.gov/programs/digest-dashboard/state/arizona
• Helman, L. A. (2005). Using Literacy Assessment Results to Improve Teaching for English-Language Learners.The Reading Teacher,58(7), 668-677. http://www.jstor.org/stable/20204289
• Olson, C. B., Scarcella, R., & Matuchniak, T. (2015). English Learners, Writing, and the Common Core.The Elementary School Journal,115(4), 570-592. https://doi.org/10.1086/681235
• Baker, D. L., Basaraba, D. L., & Polanco, P. (2016). Connecting the Present to the Past: Furthering the Research on Bilingual Education and Bilingualism.Review of Research in Education,40, 821-883. http://www.jstor.org/stable/44668638
• Bilingual Education and Desegregation. (1979).University of Pennsylvania Law Review,127(6), 1564-1606. https://doi.org/10.2307/3311629

Other Sources

• Cummins, Jim. "8. Research, Theory and Policy in Bilingual Education: Evaluating the Credibility of Empirical Data".Language, Power and Pedagogy: Bilingual Children in the Crossfire, Bristol, Blue Ridge Summit: Multilingual Matters, 2000, pp. 201-231.https://doi.org/10.21832/9781853596773-009