3. Who is an ELL student?
An EL is a K-12 student who, based on objective
assessment, has not developed listening, speaking,
reading, and writing proficiencies in English sufficient for
participation in the regular school program. These
students are sometimes referred to as Limited English
Proficient (LEP).
4. Who is an ELL student?
• The term English language learners (ELLs) in this
report refers to those students who are not yet
proficient in English and who require instructional
support in order to fully access academic content
in their classes. ELLs may or may not have passed
English language proficiency (ELP) assessments. The
subset of ELLs who have not yet achieved ELP as
measured by the particular assessment procedures
of their state are often referred to as Limited
English Proficient (LEP) students.
5. Who is an ELL student?
Students who have passed ELP assessments, however,
may still need support in acquiring and using language in
the classroom, particularly with the complex academic
language that leads to successful high school graduation
and higher education opportunities (Francis, Rivera,
Lesaux, Kieffer & Rivera, 2006).
7. How do we identify ELL students?
CDE Home Language Survey (HLS)
Which Language did your child learn when they first began to
talk?
Which language does your child most frequently speak at
home?
Which language do you (the parents or guardians) most
frequently use when speaking with your child?
Which language is most often spoken by adults in the home?
(parents, guardians, grandparents, or any other adults)
8. UCLA Lab School Application
English proficiency: (circle one)
Fluent Speaks fairly well Speaks a little Does not Speak En.
• Spanish proficiency: (circle one)
Fluent Speaks fairly well Speaks a little Does not Speak Sp.
• Languages used in school (previous) ___________________
• Parents (1 & 2) native languages __________ __________
11. What does the research say?
Claude Goldenberg (NLP and CREDE reports)
2.Teaching students to read in their first language
promotes higher levels of reading achievement in
English
3.What we know about good instruction and
curriculum in general holds true for English learners
as well
12. What does the research say?
Good instruction...
• clear goals and learning objectives
• meaningful, challenging, and motivating contexts
• a curriculum rich with content; well-designed,
clearly structured, and appropriately paced
instruction
• active engagement and participation; opportunities
to practice, apply, and transfer new learning.
13. What does the research say?
Good instruction...
• feedback on correct and incorrect responses
• periodic review and practice
• frequent assessments to gauge progress, with
re-teaching as needed
• opportunities to interact with other students in
motivating and appropriately structured contexts
14. What does the research say?
3. When instructing English learners in English,
teachers must modify instruction to take into account
students’ language limitations.
Scaffolding
Clear and modified speech
Oral language development
Specific vocabulary instruction
Use of visuals (pictures, graphic organizers)
Explicit instruction (literacy)
15. What do we need to strengthen our capacity
to meet the needs of our ELL students?
• Brainstorm...
