English Language Learners (ELLs) face challenges in schools because they often do not receive adequate linguistic support in a typical classroom. These students do not have access to appropriate second language acquisition resources, and therefore they are sometimes misdiagnosed with a cognitive delay. English Language Learners are then placed in a restrictive special education classroom at a disproportionate rate. This article examines the best practices for teaching English Language Learners.
English Learners with Special Needs