Conclusion

Many questions regarding best practices for teaching English language learners remain, and additional research will be critical to determine the answers. The good news is that much work has already been done and many success stories already exist. It is possible to deliver meaningful, engaging, grade-level content to all students while supporting the language development needs of ELLs. Mainstream teachers who are committed to meeting this challenge are not alone in their endeavor—there is a wealth of research and practitioner knowledge at their disposal.

We recognize that professional development is a significant issue for mainstream teachers who are attempting to implement new instructional strategies. Schools and districts must provide teachers with resources, training, and support in order to take new strategies beyond the surface level and truly transform their instruction. Ideally, teachers do not work in isolation, but are a seamless part of a school- and districtwide effort to meet the needs of diverse learners. In this publication, we provide background knowledge, researched-based strategies, and real-world classroom experiences that can serve as a starting point for mainstream teachers who are truly motivated to leave no child behind.