Supporting English language learners in schools is essential for creating equitable, high‑performing districts. English learners (ELs), also referred to as multilingual learners, represent a vibrant and valuable segment of students. As they embark on their educational journeys, it is imperative for school districts to recognize the unique needs of ELs and provide them with the necessary support to thrive. In this blog, we will explore the challenges faced by English learners in school districts and shed light on the strategies and initiatives that can help unlock their full potential.
There is a growing percentage of English language learners in US schools. Roughly 10 percent of students in the United States are categorized as English-language learners. Throughout history, these students have faced challenges in accessing high-quality educational resources and instruction. However, today, the Department of Education recognizes bilingualism as an asset. Under Title VI of the Civil Rights Act of 1964, it is illegal for any school receiving federal funds to discriminate based on national origin. This includes a legal obligation to provide meaningful access to English language instruction for students who need it.
Challenges Faced by English Learners
EL, ELL, LEP (Limited English Proficient) these terms refer to the same group of students. They are used in federal and state education policies to clearly identify students who need language support.
Just like IEP is shorthand for students needing special education, EL helps schools track, serve, and report on students who are still developing English proficiency.
English learners encounter unique challenges that can impact their academic progress and social integration. Language barriers pose the most significant hurdle, as ELs must simultaneously acquire English language proficiency while engaging with content-area subjects. Limited access to specialized language support, cultural disconnection, and a lack of resources can further compound these challenges. Additionally, ELs may face socio-emotional issues, such as a sense of isolation or low self-esteem, due to their linguistic and cultural differences.
Public schools are legally required by the Title VI of the Civil Rights Act of 1964 to:
- Identify students who need language support
- Provide appropriate language instruction services
- Monitor progress and adjust supports
Strategies for Supporting English Learners
- Comprehensive Language Support:
School districts can implement comprehensive language support programs that provide ELs with targeted language instruction tailored to their proficiency levels. This may include English as a Second Language (ESL) classes, sheltered instruction techniques, or bilingual education models that allow students to gradually transition into English-medium instruction.
- Professional Development:
Equipping teachers with the necessary skills to support English learners in public schools is crucial. School districts should invest in ongoing professional development programs that focus on effective instructional strategies, cultural competence, and language acquisition techniques. These initiatives enable educators to create inclusive classrooms where ELs feel empowered and supported.
- Culturally Responsive Education:
Incorporating culturally responsive teaching practices helps ELs feel valued and respected within the educational environment. School districts should encourage teachers to embrace diverse cultural perspectives, integrate multicultural resources, and celebrate the linguistic and cultural diversity of their students.
- Collaborative Partnerships:
Collaboration between school districts, community organizations, and families is essential for the success of English language learners in public schools. Engaging parents and guardians of ELs through regular communication, workshops, and cultural events fosters a sense of belonging and reinforces the importance of education within the home environment.
- Technology:
By leveraging technology to create learning plans for ELs, educators can provide targeted and individualized instruction, offer engaging language learning resources, foster collaboration, and communication, and monitor progress effectively. This integration of technology supports ELs in their language development journey and empowers them to succeed academically while building their English proficiency.
Public schools track how they’re helping English learners (ELs) through a combination of federal reporting, assessments, and progress monitoring systems. Here’s how it works:
How Public Schools Track English Learners
Public schools follow a structured, federally guided process to ensure English learners (ELs) are identified, supported, and monitored effectively. Here’s a breakdown of how the system works:
- Initial Identification
When a student enrolls, families complete a home language survey. If the survey indicates that the student may need English language support, the school administers an English language proficiency screener to determine if the student qualifies for EL services.
- Annual English Proficiency Testing
Each year, all identified ELs take a standardized English language proficiency test (such as WIDA ACCESS for ELLs). This test assesses progress in four key areas: Listening, Speaking, Reading, Writing. These assessments are mandated by the Every Student Succeeds Act (ESSA), and results are reported to both state and federal education agencies.
- Ongoing Progress Monitoring
Schools don’t just rely on test scores. They also track growth in English proficiency, performance in academic subjects like math and reading, and whether students are on pace to exit EL services. This ensures ELs are supported not only in language development but also in broader academic success.
- Exiting EL Services
Once a student scores high enough on the annual test, they are exited from EL services. Another way a student could be exited from EL services is if they are reclassified based on various indicators beyond the assessment. But support doesn’t end there; schools continue monitoring these students’ academic progress for at least two more years to ensure they’re thriving without additional language support.
- Program Evaluation
Districts collect data to evaluate their EL programs, including:
- Types of instructional models used (e.g., ESL pull-out, sheltered instruction, dual language)
- Percentage of students making adequate yearly progress
- Whether gaps in achievement between ELs and non-ELs are closing
This data helps educators refine strategies and improve outcomes for ELs across the board.
In short: Schools are held accountable through a mix of testing, tracking, reporting, and program evaluation, all aimed at helping English learners succeed.
Using Technology and Innovative Solutions for Tracking
Incorporating technology and innovative solutions can significantly enhance the support provided to English learners. EL plan software, educational apps, online language programs, and interactive multimedia resources can supplement classroom instruction, offer additional practice opportunities, and promote independent learning. Virtual platforms can also facilitate communication and collaboration among ELs, their peers, and teachers.
Using technology to create learning plans for English Language Learner students is especially important as it can significantly enhance their educational experience and support their language development.
- Personalized Learning:
Technology enables the creation of personalized learning plans for ELLs based on their specific language proficiency levels, needs, and goals. Adaptive learning platforms and digital resources can provide targeted content, activities, and assessments that are aligned with individual students’ abilities. This personalized approach helps ELLs engage with content at an appropriate level, ensuring they receive instruction that meets their unique requirements.
- Language Assessment:
Technology tools can facilitate language assessment and diagnostic testing to determine ELs’ proficiency levels accurately. Online language assessments can evaluate listening, speaking, reading, and writing skills, providing a comprehensive overview of each student’s language abilities. This data can inform the development of tailored learning plans that address specific areas of improvement.
- Digital Language Learning Resources:
Technology offers a wide range of digital language learning resources that can be integrated into learning plans for ELs. These resources include interactive language apps, multimedia content, online language courses, and digital libraries. Incorporating these resources into learning plans provides ELs with additional opportunities to practice language skills, build vocabulary, improve pronunciation, and enhance overall language proficiency.
- Collaboration and Communication:
Technology facilitates collaboration and communication among ELLs, teachers, and peers. Online platforms, video conferencing tools, and discussion boards enable ELLs to engage in meaningful interactions, practice language skills, and receive feedback from teachers and classmates. Collaboration tools can also support peer-to-peer learning, cultural exchange, and the development of interpersonal skills, all of which are crucial for language acquisition.
- Progress Monitoring and Assessment:
Technology allows for ongoing progress monitoring and assessment of ELs’ language development. Digital tools can track student performance, provide detailed progress reports, and generate analytics to assess growth and identify areas that require additional support. This data-driven approach enables educators to make informed decisions and adjust learning plans based on real-time information.
💡 Takeaway for school districts:
Federal funding is a major reason public schools must support ELs. Failure to comply can lead to civil rights enforcement and financial consequences. Documentation is crucial.
Final Thoughts
In today’s educational landscape, how do schools support English language learners continues to be shaped as much by legal obligations as by shifting federal priorities. Public schools still receive Title III funding and must comply with Title VI of the Civil Rights Act and the Every Student Succeeds Act, requiring them to support ELs, especially for newcomers or those with disabilities under IEPs or 504 plans
English learners are valuable contributors to the fabric of school districts. By addressing their unique needs, implementing effective strategies, and leveraging technology, school districts can create inclusive learning environments where English learners thrive academically, socially, and emotionally. The journey towards unlocking the potential of English learners is not only a responsibility but also an opportunity for school districts to foster equity, improve outcomes, and ensure every student has the opportunity to succeed within the community.
Go Solutions can support you in serving your EL students more effectively. Our system includes all necessary EL documentation, including ACCESS test tracking and storage of the last three years of scores. We also provide ready-to-use forms for EL plans, monitoring documentation, parent consent, and student exit, making it easier to stay organized and compliant.
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