Inequalities and Accommodations: Promoting Equality Among ELL Students by Employing Organization Theory

Abstract

With the increasing number of immigrants in the U.S., many children whose primary spoken language isn’t English travel with their parents and expect social integration and academic and occupational success. How to integrate into society without giving up identities is a challenging and impending question for all immigrants. Especially for immigrant children, changing environments may bring remarkable obstacles in academic learning and cultural cognition. By employing organization theory, this paper first shows pieces of evidence that prove ELL students are unequally treated in schools via interaction, practices, and policies. This paper presents accommodations in different domains, such as culture, structure, technology, and people. In Addition, integrating support from parents and other organizations in communities is essential to construct an equitable and supportive educational environment for ELL students.