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Introduction

English language learners (ELLs) make up a significant portion of students in mainstream classrooms across the world. These students often face challenges in academic achievement due to language barriers and differences in cultural background. In order to support the success of ELLs in mainstream classrooms, it is important for educators to implement effective strategies that can help these students thrive academically. This thesis will explore various strategies for supporting ELLs in mainstream classrooms, with a focus on understanding the unique needs of these students and providing them with the necessary support to succeed.

1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
– Overview of English language learners in mainstream classrooms
– Challenges faced by ELLs in mainstream classrooms
– Effective instructional strategies for ELLs
– Cultural competence in teaching ELLs
– Technology integration for ELLs
– Parent and community involvement in supporting ELLs
– Differentiated instruction for ELLs
– Assessment considerations for ELLs
– Professional development for teachers working with ELLs
– Policy implications for supporting ELLs in mainstream classrooms

Chapter 3: Research Methodology
– Research design
– Participants
– Data collection methods
– Data analysis procedures
– Ethical considerations
– Validity and reliability
– Limitations of the study
– Strengths of the study

Chapter 4: Discussion of Findings
– Analysis of data
– Comparison to existing literature
– Implications for practice
– Recommendations for further research

Chapter 5: Conclusion and Summary
– Summary of key findings
– Implications for educators and policymakers
– Limitations of the study
– Suggestions for future research

Thesis Overview:

Strategies for supporting English language learners in mainstream classrooms is a critical issue faced by educators worldwide. This thesis aims to explore the various strategies that can be implemented to support ELLs in mainstream classrooms, with a focus on understanding their unique needs and providing them with the necessary support to succeed academically. The literature review will provide a comprehensive overview of the challenges faced by ELLs, effective instructional strategies, cultural competence, technology integration, parental involvement, assessment considerations, differentiated instruction, professional development, and policy implications. The research methodology will outline the design of the study, data collection methods, analysis procedures, ethical considerations, and validity and reliability measures. The discussion of findings will analyze the data collected, compare it to existing literature, and provide implications for practice and recommendations for further research. In conclusion, this thesis will summarize key findings, provide implications for educators and policymakers, identify limitations of the study, and suggest areas for future research.

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