Teaching English Language Learners (ELLs)
English Language Learners (ELLs) — also known as English Learners (ELs), Limited English Proficient (LEP) students, or Multilingual Learners (MLs) — represent the fastest-growing student population in U.S. public schools. As of 2025, approximately 5.3 million students (10.4% of public school enrollment) are classified as ELLs. This population has grown by 28% over the past decade. Every classroom teacher is, by necessity, a language teacher.
Legal Requirements
Federal and state laws require schools to provide specific services to ELLs:
| Law/Case | Year | Key Requirement |
|---|---|---|
| Title VI of the Civil Rights Act | 1964 | Prohibits discrimination based on national origin, including language |
| Lau v. Nichols (Supreme Court) | 1974 | Schools must take affirmative steps to provide ELLs access to meaningful education |
| Equal Educational Opportunities Act | 1974 | Schools must overcome language barriers that impede equal participation |
| Castañeda v. Pickard (5th Circuit) | 1981 | Three-part test: ELL programs must be (1) based on sound educational theory, (2) implemented with adequate resources, and (3) evaluated for effectiveness |
| Every Student Succeeds Act (ESSA) | 2015 | ELP standards, annual ELP assessment, accountability for ELL progress, reporting requirements |
Language Proficiency Levels
The WIDA (World-Class Instructional Design and Assessment) framework is used in 41 states to define English language proficiency levels:
| Level | Label | Description | Classroom Indicators |
|---|---|---|---|
| 1 | Entering | Knows and uses minimal social and academic English | Points, draws, gestures; uses single words; copies text; limited comprehension |
| 2 | Emerging | Begins to use general and some specific language | Uses phrases and short sentences; participates in structured activities; recognizes main ideas |
| 3 | Developing | Developing general and some specific language | Uses simple sentences; participates with support; identifies details; writes short paragraphs |
| 4 | Expanding | Uses general and specific language with increasing complexity | Uses complex sentences; participates more independently; reads grade-level text with support |
| 5 | Bridging | Uses specialized academic language at or near grade level | Communicates effectively in academic settings; approaching proficiency; needs minimal support |
| 6 | Reaching | Reaching grade-level academic English proficiency | Fully participates in grade-level instruction without ELL-specific support |
Instructional Models for ELLs
| Model | Description | Pros | Cons |
|---|---|---|---|
| Sheltered English Instruction (SEI) | Content taught in English with scaffolding and language support | Develops academic English rapidly; integrates content and language | May not fully develop native language; high cognitive load |
| Dual Language/Two-Way Immersion | Instruction in two languages (50/50 or 90/10 model) with native English and ELL students together | Develops bilingualism and biliteracy; high academic outcomes; promotes cross-cultural understanding | Requires bilingual teachers; needs balanced enrollment; multi-year commitment |
| Transitional Bilingual | Initial instruction in native language, gradually transitioning to English over 2-3 years | Builds on native language strengths; smoother transition | Native language use decreases over time; "early exit" models may be too rapid |
| Pull-Out ESL | ELLs leave general education classroom for dedicated English language instruction | Focused language instruction; small group setting | Students miss content instruction; potential stigma; isolated from peers |
| Push-In/Co-Teaching | ESL specialist co-teaches in the general education classroom | ELLs stay in gen ed; ESL and content integrated; collaboration between teachers | Requires strong co-teaching relationship; scheduling challenges |
Sheltered Instruction Observation Protocol (SIOP)
SIOP is the most widely researched sheltered instruction model. It includes 30 features organized into 8 components:
| Component | Key Features |
|---|---|
| 1. Lesson Preparation | Content and language objectives; grade-appropriate content; supplementary materials; meaningful activities |
| 2. Building Background | Connect to students' experiences; link to prior learning; emphasize key vocabulary |
| 3. Comprehensible Input | Appropriate speech rate; clear explanations; variety of techniques (visual, gestural, verbal) |
| 4. Strategies | Scaffolding; promote higher-order thinking; use cognitive and metacognitive strategies |
| 5. Interaction | Frequent opportunities for interactions; grouping configurations; wait time; native language support |
| 6. Practice & Application | Hands-on materials; activities integrating language skills; apply content/language knowledge |
| 7. Lesson Delivery | Objectives supported; students engaged; appropriate pacing |
| 8. Review & Assessment | Comprehensive review; regular feedback; assessment of objectives |
Classroom Strategies for All Teachers
Making Content Comprehensible
- Visual supports: Use images, diagrams, graphic organizers, realia (real objects), and video to support understanding
- Sentence frames/stems: Provide academic language scaffolds ("I agree because ___," "The evidence shows that ___")
- Word walls: Display key vocabulary with visual supports and student-friendly definitions
- Slower speech and repetition: Speak clearly (not louder), repeat key points, and paraphrase complex ideas
- Model and think-aloud: Demonstrate processes step-by-step while verbalizing your thinking
- Native language support: Allow students to use their native language for brainstorming, discussion, and note-taking
- Partner work: Pair ELLs with bilingual peers or proficient English speakers for structured collaborative work
Scaffolding Writing for ELLs
| Proficiency Level | Writing Scaffolds |
|---|---|
| Level 1-2 (Entering/Emerging) | Labeled diagrams, word banks, cloze sentences, copied phrases with illustrations, graphic organizers |
| Level 3 (Developing) | Sentence frames, paragraph templates, word banks with academic vocabulary, mentor texts with annotations |
| Level 4 (Expanding) | Essay outlines, transition word lists, peer revision with targeted checklist, rubric with language criteria |
| Level 5 (Bridging) | Grade-level writing expectations with access to bilingual dictionary, self-editing checklist for common errors |
Assessment of ELLs
- Annual English Language Proficiency (ELP) Assessment: Required by federal law (WIDA ACCESS, ELPA21, ELPAC in California)
- Accommodations on content assessments: Extended time, bilingual glossary (non-ELA), simplified language on math/science, separate setting
- Alternative assessments: Oral presentations, portfolios, performance tasks, graphic organizers, projects in lieu of traditional tests
- Exit criteria: Students are reclassified as "proficient" based on ELP test scores, teacher input, and academic performance (criteria vary by state)
- Monitoring: Former ELLs must be monitored for a minimum of 4 years after reclassification
Professional Development: Our 6-week online course "Effective Strategies for Teaching English Learners"
(3 CEUs) covers SIOP, sheltered instruction, and culturally responsive practices. See our
Programs page for details.