Introduction to Instructing English Learners
Overview
Educators are an integral part of the process for supporting all English learners. English learners succeed when all staff work together to provide support integrated within the schoolʼs current intervention and tiered systems of support framework.
This Roadmap expands and updates the 2015 Instructional Guidelines and Resources for English Language Learners. Members of the English Learner Advisory Committee Workgroup for the Instructional Guide proposed restructuring and expanding the original guide to provide additional information and instructional strategies on effective practices for educators, including technology updates and multimedia resources.
English learners face a unique challenge when they begin school in the United States. They need to learn the English language while studying academic content and learning to navigate their new school. This Roadmap presents evidence-based instructional strategies and support for instructional leaders, English learner teachers, general education teachers, and school staff to ensure access to high-quality instruction in both English Language Development (ELD) and general education.
Table of Contents:
This resource covers the topics listed below. Select a topic to jump to that section.
Who is an English Learner in Ohio?
English learners are a growing demographic across the United States, including Ohio. More than half of Ohioʼs traditional public-school districts enroll students who are identified as English learners. The English Learners in Ohio page on the Ohio Department of Education and Workforce website describes current demographics and provides a portal to resources for serving English learners.
Ohio uses the current federal definition of "English Learner" for students who are learning English as a new language and need additional linguistic support. While many were born in the United States, some English learners may be identified as “immigrant.” This may include foreign exchange students, who can receive language services if they qualify. Some English learners may be identified as “migrant.”
To determine whether a student qualifies for English learner services and programs, schools use the stateʼs standardized process for Identifying English Learners. To learn more about immigration pathways and the impact on English learners, see the English Learners in Ohio page of the Administratorʼs Resource Kit.
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Vignettes of Typical English Learners
These vignettes illustrate the varied backgrounds of English learners.
Vignette 1
José was born in Columbus to a Spanish-speaking family. He entered kindergarten and was screened for English Learner services. On the Ohio English Language Proficiency Screener (OELPS), he scored as Emerging or a beginner English learner. In kindergarten, his classroom teacher used the Ohio English Language Proficiency (ELP) Standards as part of lesson planning. This included planning to implement evidence-based instructional strategies, such as building background knowledge, using visuals often and strategically, speaking clearly, modeling student expectations, using sentence starters, and providing home language support. The school provided the teacher with a list of interpreters and support to promote parent communications. José received English language development instruction from the English learner teacher. Now in first grade, José is making progress in English and has acquired enough social language skills to navigate peer interactions and make friends. He continues to receive daily 30-minute English learner support to assure that he is making progress on Ohio’s Grade 1 academic and ELP learning standards.
Vignette 2
Lamina arrived from Afghanistan with her parents and siblings. Her father worked for the U.S. military as an interpreter. Lamina, aged 13 at the time of arrival, lived in a small village with her mother and siblings and only attended school for two years. After a stay on a U.S. military base in Virginia, the family settled in the Dayton area and enrolled their daughter at the local school. The parents completed the
Language Usage Survey with the help of an interpreter and reported that Lamina spoke Pashto at home. As a result, the ESL teacher administered the OELPS and Lamina scored as an Emerging or beginner English learner. A Pashto interpreter helped the school determine that Lamina had very little literacy in Pashto and limited math and science knowledge. In addition, the school learned from the parents that the events surrounding the flight to the United States were very traumatic, with the family having to leave suddenly without saying goodbye to grandparents, cousins, and friends. Lamina and her siblings were assigned to the district’s newcomer center where she was placed in seventh grade. In the first year, she received extensive English learner support, sheltered content classes, and additional support from a Pashto-speaking bilingual aide. Afterschool and summer programs helped Lamina catch up academically. There were also wraparound supports including counselors, health care, vision help to get glasses, and a family resource room. She is currently in eighth grade at the district’s newcomer center and is ready to attend her neighborhood high school next year.
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Foundations for English Learner Success
- English learners have many strengths including varied linguistic backgrounds and lived experiences that allow them to achieve high levels of academic success. While language is an initial barrier, English learners can and do become proficient in English and succeed academically.
- Administrators, general education teachers, and Teaching English to Speakers of Other Languages (TESOL) professionals collaborate and use evidence-based practices so English learners can achieve academic success along with their English-speaking peers.
- Supportive school environments recognize and incorporate English learners experiences, backgrounds, and languages as the foundation of effective instruction.
- English learners succeed when teachers create caring relationships while they are helping students develop communication skills. English learners can achieve at or above grade level with rigorous and relevant instruction provided with appropriate scaffolds.
- Families offer essential support for their childʼs education. When schools and families partner to support students, children develop positive attitudes toward learning and school, which can lead to increased motivation, engagement, and success in the classroom.
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Principles of Effective Instruction for English Learners
The Center for Applied Linguistics (CAL) developed seven principles of effective instruction for English Learners based on research of English learner instruction and on CALʼs extensive experience working with these students and their teachers.
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These resources aim to bolster academic, student wellness, and college and career outcomes for Ohio's English learners. Resources were created through a collaborative effort between the Ohio Department of Education and Workforce and The Ohio State University's Center on Education and Training for Employment along with a dedicated group of family advocates, community leaders, school district staff, and teachers.
Last Modified: 3/6/2025 11:29:55 AM