Culturally and Linguistically Adapted School Systems: Promising Practices from Odds-Beating Elementary Schools

Abstract

This multiple case study investigated characteristics of six elementary schools in New York State with 
statistically significant better performance outcomes among their English language learner (ELL) 
students. Through documentary evidence, classroom observations, and interviews with students, 
teachers, and administrators, a system-wide approach to adaptations that benefit ELL students was 
identified. These adaptations were evident in: (a) school cultures that embrace ideals of equity of 
opportunity and celebrate diversity; (b) school climates that evoke a sense of safety and welcome; and 
(c) processes and practices that support advocacy for ELLs and their families. While the schools shared
these common characteristics, educators employed some unique approaches in rural, suburban, and 
urban schools, holding implications for policies that take into account contextual variances in schools 
and communities.