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This Issue Paper addresses the challenges of preparing general education teachers and teachers of English language learners for classroom contexts that include a diverse array of languages and cultures.

The purpose of these guidelines is to provide practitioners with a framework to assist in making appropriate decisions regarding the assessment of ELLs in academic content areas.

English language learners (ELLs)students who are still developing proficiency in English represent a large and rapidly growing subpopulation of students in U.S. classrooms. Accordingly, they are also a key group of students to consider when designing and administering educational assessments.