Every teacher is a LANGUAGE teacher. EVERY teacher has the power (and potential) to positively impact a students language learning journey.
With that being said, I TOTALLY understand how unequipped or overwhelmed we may feel at times when it comes to supporting our multi-lingual learners (MLs).
As an EL instructional coach and EL teacher for over a decade, one of the most common things I hear from teachers is, “I want to support my ELs well—I just don’t always know how.”
This post is meant to clarify the essentials: the mindsets, misconceptions, and instructional moves that make the biggest difference for English learners in our classrooms. Even better, this post will give you tools to get started – immediately! 🥳
English Learners Are Not “Low” Students
Unfortunately the term “low” is WIDELY used. The way we speak matters therefore our intentions should always be to speak in an asset-based way.
English learners are actually doing DOUBLE the work of general education students. They are learning English and academic content at the same time.
Many ELs are multilingual, highly capable, and bring rich background knowledge into our classrooms. These are just SOME of the assets they bring to the classroom.
Language proficiency should never be mistaken for intelligence or effort.
Social English vs. Academic Language
Students often learn conversational English quickly—sometimes within a year or two. This can make them seem more proficient than they are. Listening and speaking are the two domains that students often improve in first.
Academic language, however, takes much longer to develop. This is the language of explanations, arguments, word problems, and essays. When students struggle here, it’s often a language issue, not a lack of understanding.
This is often where we see students plateau as well. Academic language takes a concerted and consistent effort to acquire. This is one of the reasons why CONTENT teachers are so vital in building language proficiency!
What Language Assessments Actually Tell Us
There are several different language assessments used across the US. The most common are WIDA (35 states) and ELPA21 (8 states). Other states like Arizona (AZELLA), California (ELPAC), New York (NYSESLAT) and Texas (TELPAS) have developed their own English Language assessments.
Minnesota uses the WIDA framework, and ACCESS scores measure English language proficiency—not content knowledge. The test itself assess language through the domains of listening, speaking, reading and writing.
A student is given an overall score and domain specific scores. Often the overall score is used to identify placement for EL services within school districts while the domain specific scores can provide critical insight into helping teachers plan effective support!
Language Development Is Messy—and That’s Normal
We know that learning, in general, is NOT LINEAR. Language learning is no different. Students may plateau, mix languages, or show uneven skills across domains.
These are signs of growth. Errors mean students are taking risks, which is essential for language development. A student’s willingness to make mistakes can make or break their language growth.
If we are not willing to fail, then we are not willing to take the risks required for growth. The key here is to create safe spaces where these “risks” seem less risky!
Scaffolds Are About Access
A common misconception – especially at the secondary level – is that scaffolds water down instruction. This is NOT ACCURATE! Scaffolds make grade‑level learning possible.
Remember – ELs are learning language & content at the SAME TIME! Visuals, sentence frames, models, and structured talk allow them to engage meaningfully with content while developing language.
These scaffolds provide them with the supports they need to demonstrate they knowledge that they ALREADY HAVE or are in the process of gaining.
PLUS, scaffolds truly help ALL STUDENTS. This is about using best practices, not being “in compliance.”
Every Teacher Is a Language Teacher
As I stated at the start of this blog, language development doesn’t only happen during EL time. Students are learning language constantly. It happens when teachers model academic language, provide opportunities for discussion, and explicitly teach vocabulary in every content area.
Especially when we talk about academic language versus social language. The content area classroom is RICH with the academic language that is critical in progressing students towards fluency.
Culture and Language Are Strengths
English learners and their families bring resilience, multiple languages, and diverse perspectives. Home languages support—not hinder—academic growth. Difference is not deficit.
Families may value education deeply but interact differently with schools. Families may be navigating trauma, immigration stress, and/or cultural adjustment. There is a lot more to their stories than what we see on the surface level!
Get curious. Ask questions to understand better. Get familiar with and share your school and community resources. Building connections with families can be another pivotal way to support an ML’s language learning.
Final Thought
Supporting English learners isn’t about perfection—it’s about intention.
Small, consistent instructional choices add up.
And you don’t have to do it alone. Collaboration with EL staff makes all the difference.
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