With the enrollment of students who are English Language Learners (ELL) steadily rising across the United States, this research sought to understand how immersive models support both language acquisition and academic achievement. This study examined the effectiveness of a fully immersive English Speaker of Other Languages (ESOL) program in one elementary school. The purpose was to identify the qualities of successful ESOL programming, and the conditions needed for sustained growth. The primary research question for this study was: What are the qualities of a successful fully immersive ELL elementary program? Using a mixed-methods design, data were drawn from surveys, interviews, Rosetta Stone and standardized state assessment. Findings showed that ELLs make steady progress when provided with consistent instructional scaffolds, teachers who receive professional development in how to work with ELL students, and family engagement supports. Recommendations included, but were not limited to, systematic monitoring of ELL students and implementation of learning labs to strengthen equity and outcomes for ELL learners.
","abstract_html":"<p>With the enrollment of students who are English Language Learners (ELL) steadily rising across the United States, this research sought to understand how immersive models support both language acquisition and academic achievement. This study examined the effectiveness of a fully immersive English Speaker of Other Languages (ESOL) program in one elementary school. The purpose was to identify the qualities of successful ESOL programming, and the conditions needed for sustained growth. The primary research question for this study was: What are the qualities of a successful fully immersive ELL elementary program? Using a mixed-methods design, data were drawn from surveys, interviews, Rosetta Stone and standardized state assessment. Findings showed that ELLs make steady progress when provided with consistent instructional scaffolds, teachers who receive professional development in how to work with ELL students, and family engagement supports. Recommendations included, but were not limited to, systematic monitoring of ELL students and implementation of learning labs to strengthen equity and outcomes for ELL learners.</p>","abstract_has_math":false,"creators":["armour, equitia d"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Lorrie Butler"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12-01T08:00:00Z","date_published":"2025-12-01T08:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["ESOL","program","ELL Students","full immersive","certification","Bilingual, Multilingual, and Multicultural Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/982","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lorrie Butler"]},{"key":"dc:creator","label":"Author","values":["armour, equitia d"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-05-14T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ESOL","program","ELL Students","full immersive","certification","Bilingual, Multilingual, and Multicultural Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/982"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["With the enrollment of students who are English Language Learners (ELL) steadily rising across the United States, this research sought to understand how immersive models support both language acquisition and academic achievement. This study examined the effectiveness of a fully immersive English Speaker of Other Languages (ESOL) program in one elementary school. The purpose was to identify the qualities of successful ESOL programming, and the conditions needed for sustained growth. The primary research question for this study was: What are the qualities of a successful fully immersive ELL elementary program? Using a mixed-methods design, data were drawn from surveys, interviews, Rosetta Stone and standardized state assessment. Findings showed that ELLs make steady progress when provided with consistent instructional scaffolds, teachers who receive professional development in how to work with ELL students, and family engagement supports. Recommendations included, but were not limited to, systematic monitoring of ELL students and implementation of learning labs to strengthen equity and outcomes for ELL learners.
"]},{"key":"dc:title","label":"Title","values":["Evaluating the Effectiveness of a Fully Immersive ESOL Elementary Program: A Mixed-Methods Study"]}]}],"canonical_facts":{"dc:contributor":["Lorrie Butler"],"dc:creator":["armour, equitia d"],"dc:date.available":["2026-05-14T07:00:00Z"],"dc:description.abstract":["With the enrollment of students who are English Language Learners (ELL) steadily rising across the United States, this research sought to understand how immersive models support both language acquisition and academic achievement. This study examined the effectiveness of a fully immersive English Speaker of Other Languages (ESOL) program in one elementary school. The purpose was to identify the qualities of successful ESOL programming, and the conditions needed for sustained growth. The primary research question for this study was: What are the qualities of a successful fully immersive ELL elementary program? Using a mixed-methods design, data were drawn from surveys, interviews, Rosetta Stone and standardized state assessment. Findings showed that ELLs make steady progress when provided with consistent instructional scaffolds, teachers who receive professional development in how to work with ELL students, and family engagement supports. Recommendations included, but were not limited to, systematic monitoring of ELL students and implementation of learning labs to strengthen equity and outcomes for ELL learners.
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