Educating ELLs

For ELLs, exposure to ______ course content provides crucial access to the language required for academic achievement and for becoming fully proficient in English

It is important to keep in mind that many skills and types of knowledge _____ from students’ first language to their second, and that ELLs may have already acquired core content in their first language.

Approaches deemed effective for building vocabulary in English-proficient students have also been used in successful interventions for ____.

ELLs also benefit from visual and ____ supports.

Academic proficiency is “knowing and being able to use general and academic ____, specialized or complex grammatical structures, and multifarious language functions and discourse structures—all for the purpose of acquiring new knowledge and skills, interacting about a topic, and imparting information to others.”

One of the key principles of instruction in a second language is enabling students to interact via speaking, listening, reading, and _____ with peers in their second language.

Instructional _____ that draw on students’ home language, knowledge, and cultural assets support literacy development in English.

Historically, ELLs have been both overidentified and underidentified as having a _____.