The growing population of English language learners (ELLs) in the nation’s schools is not limited to states like New York, California, Texas, and Florida, where their numbers have been high for many years; now, midwestern and southeastern states are seeing the greatest increases. For instance, the population of ELLs in Wisconsin saw a 140% increase between 1998 and 2008 (NCELA, n.d.). Instruction for ELLs is now of relevance to all teachers in the state, who may or may not have a background in teaching English to speakers of other languages (TESOL). The purpose of this article is to provide an overview of key strategies that support effective instruction for ELLs in secondary English classrooms, with illustrative examples shared by both English as a second language (ESL) and English teachers. It is hoped that these will provide readers with some concrete ways to differentiate instruction to support ELLs.
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