[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599702-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-599702-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","how-can-we-help-students-who-are-english-language-learners-succeed","How Can We Help Students Who Are English Language Learners Succeed?","","Strategies and supportive techniques for improving adolescent English Language Learners (ELLs) are presented as an integrated effort requiring coordinated curriculum content, instructional strategies, assessment practices, cultural responsiveness, and community resources. The discussion addresses bilingual education constraints, reframing challenges as opportunities for teacher development while outlining demographic context in the United States. It describes who ELLs are, the linguistic barriers linked to literacy, and why many students struggle academically, including reading-related predictors of performance.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/how-can-we-help-students-who-are-english-language-learners-succeed/599702/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/how-can-we-help-students-who-are-english-language-learners-succeed/599702.png","ImageObject",300,407,{"name":42,"@type":43},"jayni","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What combination of resources is described as critical for adolescent ELL academic success?","Question",{"text":62,"@type":63},"Success depends on integrating curriculum content, instructional strategies, assessment, cultural responsiveness, and community resources, coordinated across people involved with learners.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why does the paper discuss situations where bilingual education is not possible?",{"text":67,"@type":63},"It notes that many schools lack resources or face political environments, so the discussion reframes the issue as an opportunity for teacher development and improved outcomes for all students.",{"name":69,"@type":60,"acceptedAnswer":70},"How is literacy linked to academic performance for ELLs?",{"text":71,"@type":63},"The text emphasizes that students do not succeed if they cannot read well, and that academic performance in English and Math is tied to literacy skills as a key predictor of success.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},599702,1792720164,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":95,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CIMLE Current Issues in Middle Level Education (2014) 19 (1), 58-62  \nHow Can We Help Students Who Are English Language  \nLearners Succeed?  \nRobert G. Ziegenfuss  \nEucabeth Odhiambo  \nChristopher Keyes  \nShippensburg University  \nTo attain the most academic success among adolescent English Language Learners (ELL), the efforts of all the people associated with them must be combined along with multiple resources. Integration of curriculum content, instructional strategies, assessment, cultural responsiveness, and community resources are all critical components of success. During instruction, strategies and supportive techniques must follow the steps adolescents go through when attaining conversation and academic language. Learning strategies to be used by teachers, students, parents and community members are offered in this paper to keep your English Language Learners from falling behind academically, and ultimately lead to academic success.  \nHelping children who are English Language Learners (ELLs) is a multifaceted challenge that calls for strategic pedagogy to ensure the best possible success for emerging bilingual students. Recognizing that the individual cultural and linguistic strengths of such students provide a solid foundation for future learning, it is essential to not only help our students learn to communicate well in English, but also to engage with the varied curriculum offered in schools. Individual efforts by teachers, students, and helpers may be combined to reinforce the children’s individual efforts and form a community of learners. Curriculum content, instructional strategies, assessment, cultural responsiveness, and community resources need to be coordinated as critical but different aspects of learning components for English Language Learners’ ultimate success. Specific examples of learning strategies for teachers, students, parents, and community members will be identified in this paper.  \nAlthough bilingual education has been found to provide the best outcomes for the English Language Learner (Collier, 1992), many schools lack the resources or find themselves in a political environment where bilingual education is not currently a possibility. Although often framed as a problem, we choose to frame this discussion as an opportunity for teacher development, for improved educational outcomes for all students, and for a more just system of education. This section describes the changing demography of the student population in the United States.  \nStudents arriving in classrooms who are English Language Learners (ELLs) have either come to this country as immigrants or were born in the United States, but speak a language different other than English at home. Educational backgrounds vary; some (ELLs) are immigrants who have not had much schooling in their countries of origin, while others are literate in their native language and possess excellent content knowledge. The majority of ELLs were born in the United States (i.e. 76% of elementary and 56% of secondary students are native-born) (Capps, Fix, Murray, Ost, Passel & Herwantoro, 2005) .  \nAccording to the US Census (2010), over 55 million people in the United States speak a second language. When polled, 19.7% of those who spoke a second language reported to have a family member who spoke a language other than English at home (US Census Data, 2010) . Of the 55 million people who speak a different language at home, 24.2 million are five years old or over, do not speak English well or not at all (US Census Data, 2010) . What this means to a teacher is that in a classroom of 25 students there will likely be at least two students who have a family member who does not speak English well or not at all. The US Census (2010) census ranked the languages spoken at home as follows: Spanish, Chinese, Tagalog, French, Vietnamese, German, Korean, Russian, Italian, Portuguese, and Polish. The language data underscore the importance of addressing effective teaching using str","cbCaib6IMEpSrMyD","https://ap.wps.com/l/cbCaib6IMEpSrMyD","pdf",380234,"English","# Overview\n# Integrated Supports for ELL Success\n## Curriculum, Instruction, Assessment\n# Bilingual Education Constraints and Opportunity Framing\n# Student Demographics and Language Access\n# Literacy, Mobility, and Classroom Implications\n## Reading as Predictor of Success\n# Leveraging ELL Linguistic Strengths","[{\"question\":\"What combination of resources is described as critical for adolescent ELL academic success?\",\"answer\":\"Success depends on integrating curriculum content, instructional strategies, assessment, cultural responsiveness, and community resources, coordinated across people involved with learners.\"},{\"question\":\"Why does the paper discuss situations where bilingual education is not possible?\",\"answer\":\"It notes that many schools lack resources or face political environments, so the discussion reframes the issue as an opportunity for teacher development and improved outcomes for all students.\"},{\"question\":\"How is literacy linked to academic performance for ELLs?\",\"answer\":\"The text emphasizes that students do not succeed if they cannot read well, and that academic performance in English and Math is tied to literacy skills as a key predictor of success.\"}]","How Can We Help Students Who Are English Language Learners Succeed? | PDF",1792089272,13]