Many English language learners (ELLs) can speak English confidently in the lunch room or on the playground, yet when it comes time to read, write, or give a class presentation, they need more practice with the skills required to complete their work successfully. Learn more about the difference between social and academic language and take a look at some strategies by veteran ELL teachers and researchers that will benefit all students in the classroom.
- Language Objectives: The Key to Effective Content Area Instruction for English Learners
- Academic Language and ELLs: What Teachers Need to Know
- What Is the Difference Between Social and Academic English?
- Academic Language: Everyone's "Second" Language
- Academic Language and ELLs
- Analysis of a PARCC ELA Assessment Task Through an ELL Lens (Part 1)
- Teaching Informational Text to ELLs
- Writing with the Common Core: Considerations for ELLs (Part 1)
- Writing "Just Right" Research Questions: Strategies for ELLs
- An Innovative High School CCSS Lesson for ELLs: Letters from John Smith
Beyond Survival English
Academic Language and English language learners
Vocabulary: Bricks and mortar
Terms to know: BICS and CALP
Using the native language as a resourse
Native language literacy support
Limited academic language in both languages
Teaching academic vocabulary
Strategies for teaching high school ELLs academic vocabulary
Academic language: "Sounding smart"
Academic language for middle school ELLs
Academic language for secondary ELLs
Social vs. academic language
Academic Language and ELLs
Books and Booklists
Research and Reports
- Educating English Language Learners: A Review of the Latest Research
- What Does Text Complexity Mean for English Learners and Language Minority Students?
- What Teachers Should Know About Instruction for ELLs
- Improving Reading Across Subject Areas with Word Generation
- Practical Guidelines for the Education of English Language Learners: Research-based Recommendations for the Instruction and Academic Interventions