Students who are English Language Learners (ELL) will often receive services from a bilingual or English as a Second Language (ESL) teacher throughout the week. In addition to the specific instruction in English, all general education teachers should provide additional support to promote the success of ELL students in the classroom.

1. Hold high expectations for all learners
• Expectations should be consistently high for all students, no matter what background, experiences, language, or income level a student comes from.
• Reward gains and accomplishments.


2. Create a community of learners
   As students work together in the classroom, learning often becomes a "community activity." Students need to feel that they can:
   • speak (in whatever language they can best express their thoughts) in a safe and caring environment
   • experiment with ideas and make mistakes without being ridiculed
   • be respected for the knowledge and language that they bring to the classroom
   It is the teacher's job to create this environment.


3. Create a language-rich environment
   ELL student progress will be enhanced when teachers provide multiple means of accessing and learning information. Teachers can:
• choose words carefully to avoid vague or confusing language;
• model the use of well-spoken English
• directly teach specific vocabulary that will be particularly important to a lesson or unit
• enlist more than one method for teaching vocabulary, such as paraphrasing the definition or giving examples
• provide lots of opportunities for students to hear those vocabulary words being used
• provide lots of opportunities for students to use those vocabulary words with each other
• encourage attempts at language use in any format (written, spoken, read)
• honor all languages spoken in the classroom

Adán and Carlos Adán's grandparents went to school at a time when they were forbidden to speak Spanish in school. Consequently, both of Adán's parents were brought up speaking only English in the home. Adán, like his parents, speaks only English but is learning to speak Spanish through a bilingual program in his school. Adán's grades have fallen recently, and his parents are concerned that he is losing his motivation to do well. Carlos' first language is Spanish, but he is struggling to learn English and wants to do well in school. This is difficult, as English is not spoken in his home. Carlos is receiving ESL (English as a Second Language) services through the school. In school, the students are reading a book as a whole class. The book, Island of the Blue Dolphins, is used as part of an integrated curriculum unit on "The Ocean," and is also on the 4th grade reading list. One of the assignments is to keep a journal that includes a summary of what was read each day. When the class has finished reading the book, they will use their journal notes to complete a book report. Adán reads at grade level; Carlos reads at grade level in Spanish but not in English. 1. Do you agree with the strategies that the teacher is using in her classroom? Why or why not? Listen as Veronica Nolan, an Albuquerque teacher, discusses the current strategies in use in this classroom. (Time: 0:50) View Transcript Veronica Nolan Teacher Albuquerque, New Mexico 2. What types of strategies could this teacher use to enhance Carlos' learning? Marguerite Huff Teacher Santa Fe, New Mexico Marguerite Huff, a teacher in Santa Fe, gives some suggestions for working with Carlos. (Time: 1:29) View Transcript 3. What types of strategies would you suggest to enhance Adán's learning in this situation?

Language and Math
One common misperception is that students who are learning English should have no difficulty with mathematics. Yet, Dr. José Griego's interview earlier in this module attests to the difficulty that children who are learning English have with math. Teachers often think that math is symbolic, a sort of "universal language," and that an inability to speak English should not interfere with math instruction.

Diane Torres-Velásquez, PhD Special Education Department University of New Mexico	Diane Torres-Velásquez explains why this assumption is false, and discusses specific considerations for math instruction.
	Reasons for math difficulty (Time: 1:22) View Transcript	Recommendations for math instruction (Time: 1:41) View Transcript