Conclusion

The information presented in this handbook gives evidence to support the need for all elementary teachers to gain awareness of the needs of ELLs and take an active role in supporting their learning. Though it can take five to seven years or longer for students to acquire a level of academic English proficiency equivalent to that of their peers, legislation requires that these students maintain the same adequate yearly progress toward the highly challenging academic standards as their peers. Most ESL program models include ELLs in the mainstream classroom for a majority of content instruction, so it is the responsibility of the classroom teacher to implement strategies that can support these high expectations. Through creating a welcoming environment, getting to know each student, attending to communication patterns, planning language objectives for content areas, and modifying assessments, elementary teachers can support, instruct, and monitor the progress of ELLs effectively.

Resource Guide for Working with ESL Students
Introduction
Who are English Language Learners? What does legislation say about educating and assessing ELLs? The Politics of Language What patterns does English language development typically follow? What are common program models for ESL education? What does the ESL specialist need from me? How can I support ELLs in my classroom? Conclusion Resources Appendix 1: Declaration of Rights for Parents of English Language Learners under No Child Left Behind Appendix 2: Legislation of the 108th Congress concerning Foreign Languages and International Education Appendix 3: Six Levels of Minority Language Policy