Educating English Language Learners in a Rural District: A Case in Point

Abstract

This paper examines the challenges faced by rural school districts in general, and one in particular, in providing ‘best practices’ for their English language learners. It begins with numeric data reflecting the large increase of immigrant families in rural communities in the past decade. A review of the literature offers insights into the realities and strengths of rural districts from an ESL perspective. The case in point is a six-member rural elementary school team who chose to participate in a two-year professional development project and created a school action plan to address the needs of their English language learners. The process they underwent and the small but significant successes they have had serve as an example for other rural districts interested in making site-based changes.