The number of English Language Learners (ELLs) has risen by an astounding 61% in our nation's public schools in the last 10 years posing an increased burden on English Language Learning in our already over-taxed schools struggling to meet the demands of the system-wide reforms mandated by No Child Left Behind (NCELA, 2007). Coupled with the demand for teaching English as a Second Language is acquiring knowledge about diverse cultural backgrounds, understanding the differing backgrounds of diverse learners, such as differences in schooling from their native country, interrupted learning, and varying levels of family literacy. The need of ELLs is not often just a student concern, but also a family concern.
The following best practices have been submitted by ALAS members:
Click here for more details on submitting "best practices" you have implemented in your districts or schools that can help others adopt strategies to ensure that ELLs have an equitable and excellent education that leads to academic success.