{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/83191"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/83191","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"Full Capstone","abstract":"The goal of this thesis capstone project was to explore the negative impacts of restrictive language policies on linguistically diverse students. English-only settings have harmed students academically, mentally, emotionally, physically, and socially. The implications of this problem are lack of motivation, low self-esteem, anxiety, stress, and a lack of cultural diversity. Research has proven that restrictive language policies hinder English Language Learners' (ELLs) ability to be successful in their learning environment, considering these emotional factors. To address this issue, a professional development (PD) plan was designed. The methodology for this PD included spreading awareness to families about the potentially adverse effects of English-only policies and educating families about community resources that may be beneficial. Recommendations for future research include supporting teachers with the necessary tools, scaffolds, and strategies that will support ELLs language acquisition, as well as having recurring PD information settings each year for newcomer ELLs in school years to come.","abstract_html":"The goal of this thesis capstone project was to explore the negative impacts of restrictive language policies on linguistically diverse students. English-only settings have harmed students academically, mentally, emotionally, physically, and socially. The implications of this problem are lack of motivation, low self-esteem, anxiety, stress, and a lack of cultural diversity. Research has proven that restrictive language policies hinder English Language Learners' (ELLs) ability to be successful in their learning environment, considering these emotional factors. To address this issue, a professional development (PD) plan was designed. The methodology for this PD included spreading awareness to families about the potentially adverse effects of English-only policies and educating families about community resources that may be beneficial. Recommendations for future research include supporting teachers with the necessary tools, scaffolds, and strategies that will support ELLs language acquisition, as well as having recurring PD information settings each year for newcomer ELLs in school years to come.","abstract_has_math":false,"creators":["Shahinian, Lucine"],"institution":"SUNY Brockport Department of Education and Human Development","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Altalouli, Mahmoud"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-08","date_published":"2025-08","updated_at":"2026-07-27T19:01:29Z","subjects":["English language learners","restrictive language policies","professional development","English-only","cultural identity"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.12648/83191","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Altalouli, Mahmoud"]},{"key":"dc:creator","label":"Author","values":["Shahinian, Lucine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-01-09T16:23:14Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-01-09T16:23:14Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-08"]},{"key":"dc:publisher","label":"Institution","values":["SUNY Brockport Department of Education and Human Development"]},{"key":"dc:type","label":"Dc Type","values":["Masters Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English language learners","restrictive language policies","professional development","English-only","cultural identity"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.12648/83191"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The goal of this thesis capstone project was to explore the negative impacts of restrictive language policies on linguistically diverse students. English-only settings have harmed students academically, mentally, emotionally, physically, and socially. The implications of this problem are lack of motivation, low self-esteem, anxiety, stress, and a lack of cultural diversity. Research has proven that restrictive language policies hinder English Language Learners' (ELLs) ability to be successful in their learning environment, considering these emotional factors. To address this issue, a professional development (PD) plan was designed. The methodology for this PD included spreading awareness to families about the potentially adverse effects of English-only policies and educating families about community resources that may be beneficial. Recommendations for future research include supporting teachers with the necessary tools, scaffolds, and strategies that will support ELLs language acquisition, as well as having recurring PD information settings each year for newcomer ELLs in school years to come."]},{"key":"dc:title","label":"Title","values":["Full Capstone"]}]}],"canonical_facts":{"dc:contributor.advisor":["Altalouli, Mahmoud"],"dc:creator":["Shahinian, Lucine"],"dc:date.accessioned":["2026-01-09T16:23:14Z"],"dc:date.available":["2026-01-09T16:23:14Z"],"dc:date.issued":["2025-08"],"dc:description.abstract":["The goal of this thesis capstone project was to explore the negative impacts of restrictive language policies on linguistically diverse students. English-only settings have harmed students academically, mentally, emotionally, physically, and socially. The implications of this problem are lack of motivation, low self-esteem, anxiety, stress, and a lack of cultural diversity. Research has proven that restrictive language policies hinder English Language Learners' (ELLs) ability to be successful in their learning environment, considering these emotional factors. To address this issue, a professional development (PD) plan was designed. The methodology for this PD included spreading awareness to families about the potentially adverse effects of English-only policies and educating families about community resources that may be beneficial. Recommendations for future research include supporting teachers with the necessary tools, scaffolds, and strategies that will support ELLs language acquisition, as well as having recurring PD information settings each year for newcomer ELLs in school years to come."],"dc:identifier.uri":["https://hdl.handle.net/20.500.12648/83191"],"dc:language.iso":["en_US"],"dc:publisher":["SUNY Brockport Department of Education and Human Development"],"dc:subject":["English language learners","restrictive language policies","professional development","English-only","cultural identity"],"dc:title":["Full Capstone"],"dc:type":["Masters Thesis"]},"updated_at":"2026-07-27T19:01:29Z"}