This chapter provides effective teaching practices for ELs and instructional activities that teachers can implement to help young ELs succeed academically. The curricular unit provides a model for biology teachers to instruct in ways that allow English language learners to. Therefore, the focus of the chapter addresses: the changing demographics, historical reasons for low achievement of ELs, and how educators can use their understanding of best practices to motivate ELs and increase their academic achievement. English language learner identification process. These complex factors impact the instruction and ultimate success of student learning which is extremely detrimental to ELs. language instruction, where the home language and English are used, to structured/sheltered English immersion classrooms, where English is modified for ELLs, to mainstream classrooms, where ELLs receive ESL support within the classroom (push-in ESL) or spend time in an ESL classroom (pull-out). Studies have found factors affecting student success in public schools: 1) inadequate preparation of teachers, 2) ineffective teaching practices, and 3) at-risk school environments. language instruction, where the home language and English are used, to structured/sheltered English immersion classrooms, where English is modified for ELLs, to mainstream classrooms, where ELLs receive ESL support within the classroom (push-in ESL) or spend time in an ESL classroom (pull-out). The rising numbers of English Learners (ELs) in our schools requires educators to have a specialized knowledge base for understanding their linguistic needs, especially when planning for instruction teachers also need to use language acquisition principles for working with ELs and integrate effective instructional strategies in their teaching.
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