English Language Learners (ELLs), also referred to as Emergent Bilinguals or Multilingual Learners in more asset-based terminology, are students who are in the process of acquiring English proficiency while speaking a different native language. As demographic shifts continue to diversify our classrooms, understanding how to effectively support these learners has become an essential aspect of educational practice.
ELLs represent an incredibly diverse group. They differ in their native languages, proficiency levels, educational backgrounds, socioeconomic circumstances, immigration status, and cultural experiences. Some ELLs were born in the United States but speak languages other than English at home, while others are newcomers to the country. Some have experienced interrupted formal education, while others have strong academic foundations in their primary languages.
From a legal perspective, schools are required to identify ELLs through home language surveys and proficiency assessments, and to provide appropriate language support services. These requirements stem from landmark court cases such as Lau v. Nichols (1974), which established that providing the same educational experiences for ELLs as for native English speakers effectively denies equal educational opportunities.
Several instructional models exist for supporting ELLs. English as a Second Language (ESL) programs provide focused English language development, either through pull-out services or through push-in support where ESL specialists collaborate with content teachers. Bilingual education programs utilize students’ native languages to varying degrees, with transitional approaches gradually shifting toward English instruction and dual language models aiming for proficiency in both languages.
Language acquisition research indicates that ELLs develop two types of language proficiency: Basic Interpersonal Communication Skills (BICS), which include conversational language and often develop within 1-3 years, and Cognitive Academic Language Proficiency (CALP), which includes the academic language needed for content learning and typically takes 5-7 years to develop fully. Understanding this distinction helps educators set appropriate expectations and provide suitable supports at different stages.
Effective instruction for ELLs integrates content and language objectives, making academic content comprehensible while simultaneously developing English proficiency. Sheltered Instruction Observation Protocol (SIOP) and Specially Designed Academic Instruction in English (SDAIE) are frameworks that guide teachers in this integrated approach.
Key instructional strategies include: providing comprehensible input through visual supports, gestures, and demonstrations; building on students’ prior knowledge and cultural experiences; scaffolding language through sentence frames, word banks, and graphic organizers; creating opportunities for meaningful interaction; and explicitly teaching academic vocabulary and language structures.
Assessment for ELLs should be designed to measure content knowledge separately from English proficiency whenever possible. Accommodations such as extended time, bilingual dictionaries, or simplified language in instructions may be appropriate depending on proficiency levels. Formative assessment strategies that don’t rely heavily on language production (such as visual representations or demonstrations) can provide more accurate pictures of ELLs’ conceptual understanding.
Technology can be a powerful tool for supporting ELLs, providing access to multimedia materials, translation resources, speech-to-text capabilities, and opportunities for language practice. However, technology should supplement rather than replace interactive, contextualized language learning experiences.
Family engagement is particularly important for ELLs’ success. Schools should communicate with families in languages they understand, respect cultural differences in educational expectations, and recognize the funds of knowledge that ELL families bring to the educational partnership.
From a policy perspective, approaches to ELL education vary significantly across states and districts. Some states mandate specific programs, while others allow local decision-making. The implementation of standardized assessments and accountability measures for ELLs remains contentious, with concerns about testing students in languages they’re still acquiring.
Professional development for all educators—not just ESL specialists—is essential as ELLs are increasingly educated in mainstream settings. Teachers need preparation in second language acquisition principles, culturally responsive teaching, and specific strategies for making content accessible while supporting language development.
As our society becomes increasingly global and interconnected, we should recognize multilingualism as an asset rather than viewing limited English proficiency as a deficit. With appropriate support, ELLs can succeed academically while maintaining their cultural identities and developing valuable bilingual capabilities that enrich our schools and communities.
