Abstract
Many studies have investigated the language acquisition of ELL (English language learner) students, but very few studies have focused on their social development. ELL students often experience behavioral and social difficulties within the classroom. This can lead to a lack of social acceptance, which leads to poor future outcomes including lower academic performance and an increased risk of substance abuse. However, the majority of students with low English proficiency are in grades K-2, and are therefore difficult to obtain consent from. Therefore, this study addresses the following research question: How does English language proficiency affect the way young ELL students interact with their peers in a classroom environment, according to teachers? Interviews from K-2 teachers of ELL students will be analyzed to understand the social and behavioral development of ELL students in a classroom setting. ELL students are at risk for worse academic outcomes than their peers, and addressing social and behavioral development issues at an early age may help close the gap between them and their anglophone counterparts.