Understanding and Supporting English Language Learners (ELLs): A Guide for Educators

Understanding and Supporting English Language Learners (ELLs):

In classrooms across the United States, over 5 million students are English Language Learners (ELLs), making up about 10% of the public school population. These students bring incredible diversity in culture, language, and perspective, enriching our classrooms. But they also face unique challenges that require thoughtful support from educators, families, and communities to succeed academically and socially.

As educators, it’s important to ask ourselves: Are we meeting the needs of these learners? Are we helping them thrive, or unintentionally leaving them behind? By understanding the levels of language acquisition, the experiences of ELL students, and strategies for support, we can ensure their success.

ELL Language Proficiency Levels:

ELL students are not a monolith. Their proficiency in English varies greatly, and understanding where they fall on the spectrum of language development is key to providing the right support. Most schools use frameworks like WIDA to determine students’ levels, which range from Level 1 (Entering) to Level 6 (Reaching):

• Level 1: Entering: New to English, these students may only know a few words or phrases. They rely heavily on visuals, gestures, and non-verbal cues.
• Level 2: Emerging: Students begin to understand simple commands and phrases but struggle with grammar and sentence structure.
• Level 3: Developing: Students can form simple sentences and communicate basic ideas but need significant support with academic vocabulary and complex sentences.
• Level 4: Expanding: These learners are more confident and can handle basic academic content with scaffolding. However, they still require help with higher-level language tasks like analysis or argumentation.
• Level 5: Bridging: Students are nearly proficient in English and can handle most academic tasks with minimal support.
• Level 6: Reaching: These students are considered fluent and can work on par with their native English-speaking peers.

Recognizing a student’s level allows teachers to set realistic expectations, provide targeted support, and celebrate progress.

Newcomers: Navigating a New World

For Newcomers, the challenges go far beyond language. These are students who are recent arrivals to the U.S., often with little to no English proficiency. But the difficulties don’t stop there. Many face culture shock, social isolation, or even trauma from migration or conflict in their home countries.

Imagine being a child dropped into a classroom where nothing is familiar—not the language, the culture, the routines, or even the food in the cafeteria. One former ELL student shared her story:

“I was 14 and didn’t know a word of English. My teachers were kind, but I remember sitting in math class feeling lost because I couldn’t even understand the instructions, let alone the concepts. At lunch, I sat alone, too scared to try to talk to anyone.”

For Newcomers, it’s not just about learning English—it’s about finding a place where they feel safe, accepted, and valued. Educators play a vital role in creating this environment by welcoming Newcomers and providing targeted support.

The Power of Collaboration: General Education and ESL Teachers Working Together

ELL students spend much of their day in general education classrooms, which means their success relies on collaboration between general education teachers and ESL specialists. When these teams work together, ELLs thrive. Here are a few ways to foster collaboration:

1. Co-Planning Lessons: ESL teachers can help integrate language objectives into content lessons, ensuring ELLs develop both academic and language skills simultaneously. For example, in a history lesson, a language goal might be learning transition words like “however” or “therefore” to explain cause and effect.

2. Scaffolding Instruction: General education teachers can use strategies like sentence starters, graphic organizers, and visuals to make complex content more accessible. For example, providing a timeline in a history lesson helps ELLs understand the sequence of events.

3. Peer Support: Pairing ELLs with bilingual peers or supportive classmates fosters collaboration, language practice, and a sense of belonging.

4. Professional Development: General education teachers benefit immensely from training in culturally responsive teaching and ELL strategies. Schools can offer workshops or partner with ESL teachers to share best practices.

When ESL and general education teachers work as a team, the impact on ELL students can be transformative.

What Can Parents Do to Help Their ELL Students?

Parents are crucial partners in their child’s education, and their support can make a significant difference—even if they don’t speak English themselves. Here are a few ways families can help:

• Encourage Reading in Any Language: Research shows that literacy skills transfer from one language to another. If parents read with their child in their native language, they are building the foundation for English literacy.
• Create Opportunities for Daily Practice: Simple activities like cooking together, making shopping lists, or discussing their day in English help children expand their vocabulary.
• Stay Connected with Teachers: Parents can attend conferences, ask questions, and use interpreters when needed to stay informed about their child’s progress.
• Foster Pride in Their Culture: Helping children celebrate their bilingualism and cultural heritage builds confidence and self-esteem, which are essential for learning.

Schools can support parents by providing bilingual resources, offering workshops on navigating the school system, and creating a welcoming environment for all families.

Why This Work Matters: The Bigger Picture

The challenges ELL students face are reflected in troubling statistics. According to recent data, ELLs graduate at lower rates than their peers—only about 67% earn a diploma compared to 84% overall. Without a diploma, their opportunities for higher education and career advancement are severely limited.

However, these numbers are not set in stone. With the right support—strong teacher collaboration, culturally responsive practices, and family engagement—ELL students can and do succeed. In fact, research shows that bilingual individuals often outperform monolingual peers in problem-solving and adaptability. By supporting ELLs, we’re not just helping them learn English; we’re helping them thrive in every aspect of their lives.

Lets Work Together!

As educators, we must go beyond teaching the curriculum. We must become advocates, mentors, and champions for our ELL students. Recognize their strengths, honor their stories, and provide the tools they need to succeed.

This work isn’t easy, but it’s essential. Every step we take to support an ELL student brings us closer to a more equitable, inclusive education system—one where every child, regardless of their first language, has the chance to achieve their dreams.

Let’s commit to this work together. Our students are worth it.