The English Language Learner (ELL) KnowledgeBase for Teachers is an online resource supporting educators responsible for implementing programs for ELL students. It offers resources related to teaching ELL students based on Office for Civil Rights and the No Child Left Behind Act requirements.
This KnowledgeBase is currently being updated to reflect recent changes under federal law. The current version is provided for your reference as much of the information may still be relevant.
Purpose: Districts are required to take affirmative steps to address the language development of English language learners (ELLs) where the inability to speak and understand the English language prevents the students from effective participation in the district's regular education program. Element 1 addresses the legal requirements related to ELL students. Besides school leaders and staff members, these requirements must be understood by the entire school community.
Purpose: School districts have broad discretion in selecting appropriate language programs, but they should consider three general questions when making a decision.
The program chosen should be considered sound by experts in the field. If a district is using a different approach, it must show it is considered a legitimate experimental strategy.
Guideline: Under the No Child Left Behind Act, English language learner (ELL) language instruction curricula is to be tied to scientifically based research and demonstrated to be effective. Teachers instructing ELL students need to be aware of the demonstrated effectiveness of their curricula.
Teaching Literacy in English to K-5 English Learners
This article at the Reading Rockets website provides tools for teaching English literacy to K-5 English language learners.
Center for Applied Linguistics
The Center for Applied Linguistics' website provides "a comprehensive range of research-based information, tools, and resources related to language and culture."
Center on Instruction - ELL Strand
This link is to the former Center on Instruction website. As a U.S. Department of Education funded content center, "the Center on Instruction provided materials and resources to improve instruction and intervention for English Language Learners, including exemplary delivery models and professional development for teachers in content and language areas."
This link to the Colorin Colorado website provides useful information, strategies, activities, and resources for all teachers of ELLs. This website also presents a broad series of materials useful in the implementation of a language assistance program.
National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs
This link is to the National Clearinghouse for English Language Acquisition (NCELA) website. As noted at its website, NCELA "is authorized to collect, analyze, synthesize, and disseminate information about language instruction educational programs for limited English proficient children, and related programs. Priority is given to information on academic content and English proficiency assessments and accountability systems." The NCELA website also provides national and state data, research reports, and resources related to ELLs.
WWC - English Language Learners
This What Works Clearinghouse (WWC) review focuses on interventions designed to improve the English language literacy or academic achievement of elementary school students who are English language learners.
Purpose: School districts have multiple obligations under Title III of the No Child Left Behind Act and Office of Civil Rights (OCR) requirements. Under Title III, schools receiving such funds are to ensure timely and effective notification to parents of ELL students and extend a means for them to be involved with their child's education. The OCR requirements specify districts do so in a way that ensures meaningful access to ELL students and their parents. Accordingly, schools must develop effective methods of involving parents of ELL students in their child's education. In fulfilling these responsibilities, districts should develop procedures for providing the parents of ELL students with the same information provided to the parents of their non-ELL peers in a language-appropriate manner.
Purpose: A district should have procedures in place for identifying English language learner (ELL) students and assessing their English proficiency. Such procedures should involve parents in making the final determination of whether their child is placed in the district's ELL program. Parents deciding not to have their child or children participate must sign a participation waiver.
Purpose: As noted at the National Clearinghouse for English Language Aquisition (NCELA), "School districts are to provide alternative language instruction programs to children with limited English proficiency to help them develop their English language skills and meet the same state academic content and student achievement standards all students are expected to meet.
In doing so, school districts have broad discretion in selecting appropriate language programs, but should consider the following when developing their program.
Purpose: A district should establish criteria to determine when English language learner (ELL) students qualify for exiting from the program. The exit criteria should be based on objective standards that ensure ELL students will be able to participate meaningfully and successfully in the district's regular education program.
Purpose: In fulfilling the requirements of the No Child Left Behind Act and the Office for Civil Rights, staff development must occur to ensure ELL students progress academically and be afforded equal educational opportunity. This includes professional learning in the following areas: