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It outlines foundational beliefs and shared responsibility among educators, emphasizing how ELLs differ in linguistic, literacy, and cultural backgrounds. The material recommends analyzing language demands, then using targeted supports for vocabulary, dense texts, complex sentence structures, and inference-heavy tasks. It also stresses building lessons on learners’ prior experiences through questioning, bridging gaps, and leveraging students’ first-language knowledge when appropriate.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/10-key-policies-and-practices-for-teaching-english-language-learners/534753/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/10-key-policies-and-practices-for-teaching-english-language-learners/534753.png","ImageObject",300,407,{"name":92,"@type":93},"Ophelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What foundational belief underlies effective ELL instruction?","Question",{"text":112,"@type":113},"An asset-based perspective is foundational, requiring educators to believe all students bring rich cultural and linguistic backgrounds and experiences. ELL teaching is the responsibility of all teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should educators plan instruction for a diverse ELL population?",{"text":117,"@type":113},"Educators should consider individual linguistic abilities, literacy skills, and cultural and linguistic backgrounds. They should recognize that learners vary in factors affecting learning and that one strategy will not work for all students.",{"name":119,"@type":110,"acceptedAnswer":120},"What supports can teachers use when language demands are high?",{"text":121,"@type":113},"Teachers can preteach and reteach vocabulary, use preprinted definitions and examples, chunk dense texts, model complex sentence parsing, and use graphic organizers for inference and connections. They can also use repeated reading, paraphrasing, and interactive discussion to scaffold understanding.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},534753,1791635588,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},7971461741311,"https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826","—for—  \nTeaching English Language Learners  \nwith strong evidence of effectiveness from high-quality research  \n© 2018 The University of Texas at Austin/The Meadows Center for Preventing Educational Risk Licensed under Creative Commons BY-NC-ND 4.0 International  \n10 Key Policies and Practices for  \nTeaching English Language Learners  \n—with strong evidence of effectiveness from high-quality research—  \nHaving an asset-based perspective, rather than being deficit-focused, is the underlying foundation for effectively teaching English language learners (ELLs) . Educators must hold an inherent belief that all students bring a richness of cultural and linguistic backgrounds and experiences to the learning environment. Teaching ELLs is the responsibility of all teachers. With some adaptations to regular teaching routines, as described in the recommendations below, all teachers are capable of providing high-quality instruction that leads to ELLs achieving rigorous standards.  \n1. Educators understand that there is wide variability in the ELL population and con  \nsider individual students’ linguistic abilities, literacy skills, and cultural and linguistic backgrounds when planning instruction.  \nELLs vary considerably in factors that significantly affect learning. These factors include language and literacy proficiency in students’ native languages and in English. Educators should learn about individual students’ development of first and second languages. Cultural and experiential factors also influence learning. For example, educators may notice differences between ELLs whose parents are U.S. born and those whose parents are recent immigrants. Family routines and communication practices shape the knowledge and experience that students bring to the classroom. Such differences are not deficits. Despite difficulties with learning in a nonnative language, ELLs are not struggling thinkers. Rather than treating all ELLs the same, educators must understand that no one strategy or adaptation will work for all students because they do not all have the same strengths and needs. It is important for teachers to consider each student’s language development, background knowledge, and literacy skills in planning instruction that is rich in content with ample opportunities for language development.  \n© 2018 The University of Texas at Austin/The Meadows Center for Preventing Educational Risk  \nLicensed under Creative Commons BY-NC-ND 4.0 International  \n2. Teachers analyze the language demands ofthe lessons they teach and provide support for ELLs to understand both the language and the content of the lesson.  \nTo make content accessible to ELLs, teachers must carefully assess the vocabulary and language skills that students need to fully engage in instruction. Across kindergarten to grade 12, teachers must be able to recognize high-demand situations and provide appropriate supports for ELLs. The following table shows how teachers can support ELLs when language demands are high.  \n\n| Language Demand | Instructional Support Strategies |\n| --- | --- |\n| The lesson requires students to understand multiple complex vocabulary terms. | Preteach and reteach vocabulary.\u003Cbr>Post charts or posters in the room with definitions and examples.\u003Cbr>Use a vocabulary journal or class log for keeping track of terminology.\u003Cbr>Help students “unpack” difficult words by examining prefixes, suffixes, and base words. |\n| The text is conceptually dense—packed with important pieces of information.\u003Cbr>OR\u003Cbr>The reading passage is long and has few visual aids, such as graphs, pictures, and annotations. | Chunk the text into segments of one or two paragraphs, stopping to summarize along the way.\u003Cbr>Use video clips and supplemental reading materials to enhance understanding.\u003Cbr>Use highlighters to color-code key ideas.\u003Cbr>Teach students to annotate text or take reading notes. |\n| The text has complex sentence structures. | Model how to unpack complex sentences and parse the senten","cbCaidOoI0oM7hZN","https://ap.wps.com/l/cbCaidOoI0oM7hZN","pdf",995775,12,"English","# 10 Key Policies and Practices for Teaching English Language Learners\n## Educators plan instruction based on individual variability in language, literacy, and backgrounds\n## Teachers analyze lesson language demands and provide support for language and content\n## Teachers connect current learning to students’ prior experiences","[{\"question\":\"What foundational belief underlies effective ELL instruction?\",\"answer\":\"An asset-based perspective is foundational, requiring educators to believe all students bring rich cultural and linguistic backgrounds and experiences. ELL teaching is the responsibility of all teachers.\"},{\"question\":\"How should educators plan instruction for a diverse ELL population?\",\"answer\":\"Educators should consider individual linguistic abilities, literacy skills, and cultural and linguistic backgrounds. They should recognize that learners vary in factors affecting learning and that one strategy will not work for all students.\"},{\"question\":\"What supports can teachers use when language demands are high?\",\"answer\":\"Teachers can preteach and reteach vocabulary, use preprinted definitions and examples, chunk dense texts, model complex sentence parsing, and use graphic organizers for inference and connections. They can also use repeated reading, paraphrasing, and interactive discussion to scaffold understanding.\"}]","10 Key Policies and Practices for Teaching English Language Learners | PDF",1791598984]