Who are English Learners (ELs)?
Who Qualifies as an English Learner?
An English Learner (EL) is a student who is in the process of acquiring proficiency in English while often speaking another language at home. In U.S. schools, ELs are identified through a home language survey and an English language proficiency assessment. Students qualify as ELs if they have limited proficiency in listening, speaking, reading, or writing in English and require additional language support to fully access grade-level content.
ELs can be newcomers (recently arrived immigrants), long-term English learners (LTELs) who have been in U.S. schools for several years but have not yet reached proficiency, or students with interrupted formal education (SIFE) who may have gaps in their learning due to displacement or other factors.
Common Challenges ELs Face in the Classroom
English Learners often face a variety of academic and social challenges, including:
📌 Language Barriers – Difficulty understanding and using academic English in speaking, reading, and writing.
📌 Comprehending Content – Struggling to grasp grade-level material when instruction is not scaffolded for language support.
📌 Vocabulary Gaps – Limited exposure to academic vocabulary, making it harder to engage in discussions or understand complex texts.
📌 Participation Hesitancy – Fear of making mistakes when speaking English, leading to reluctance in class discussions.
📌 Reading Challenges – Difficulty decoding and comprehending English texts, especially when background knowledge differs.
📌 Writing Struggles – Issues with grammar, syntax, and organizing thoughts in written English.
📌 Standardized Testing – Additional challenges on assessments that assume native English proficiency.
📌 Cultural Differences – Adjusting to classroom expectations, social norms, and teaching styles that may differ from their previous educational experiences.
Effective support for ELs includes structured language instruction, scaffolding strategies, and culturally responsive teaching to ensure they can succeed academically while developing English proficiency.
Conversational English vs. Academic Language: Key Differences
English Learners (ELs) often develop conversational English much faster than academic language, which can create the misconception that they are fully proficient when they still require support.
1. Conversational English (BICS – Basic Interpersonal Communicative Skills)
Used in everyday social interactions (e.g., talking with friends, ordering food, engaging in casual discussions).
Develops within 1-3 years of immersion in an English-speaking environment.
Relies on context clues (gestures, facial expressions, tone) to aid understanding.
Vocabulary is informal, simple, and often repetitive (e.g., “I’m good at math” vs. “I can analyze multi-step equations”).
Examples:
“How’s it going?”
“I need a pencil.”
“That movie was awesome!”
2. Academic Language (CALP – Cognitive Academic Language Proficiency)
Used in classroom instruction, textbooks, essays, and standardized tests.
Takes 5-7 years (or more) to fully develop, even in immersive environments.
Requires higher-order thinking skills (analyzing, evaluating, synthesizing).
Vocabulary is subject-specific and abstract (e.g., “Photosynthesis is the process by which plants convert sunlight into chemical energy.”).
Examples:
Science: “Hypothesize how the change in variables will affect the outcome.”
Math: “Solve for x in this multi-step equation.”
ELA: “Compare and contrast the themes in these two texts.”
How an EL Can Appear Proficient but Still Need Academic Support
Many ELs seem fluent in English because they speak effortlessly with peers, participate in casual conversations, and follow classroom instructions. However, they may still struggle with academic tasks, including:
📌 Reading Comprehension – Difficulty with complex sentence structures, idioms, or subject-specific vocabulary in textbooks.
📌 Writing Structure – Struggles with organizing essays, using formal transitions, or applying academic grammar.
📌 Listening to Lectures – Challenging to process and retain information without visuals or scaffolds.
📌 Participating in Discussions – May hesitate to use precise academic language when explaining ideas.
📌 Understanding Test Questions – Confusion with complex wording or multiple-step problem-solving.
Why Support is Still Needed
Even when an EL sounds fluent, they still require intentional scaffolds like:
✅ Pre-teaching vocabulary before a lesson.
✅ Sentence stems and graphic organizers to support writing and speaking.
✅ Visual aids, anchor charts, and hands-on learning to reinforce comprehension.
✅ Extended time on assignments and assessments to process academic language.
✅ Opportunities for structured academic conversations to build confidence.
Recognizing the gap between conversational fluency and academic proficiency ensures that ELs receive the ongoing language support through the CPSB Multilingual Scholar Program they need to thrive in all subject areas.
What is Direct English Language Instruction?
Direct English Language Instruction (DEL) is an explicit, structured approach to teaching English language skills, focusing on academic vocabulary, grammar, syntax, and discourse. Unlike immersion-based learning, where students acquire language through exposure, DEL involves intentional, targeted instruction to refine and strengthen English proficiency. This is the approach used in CPSB's Multilingual Scholar Program.
How DEL Benefits Advanced Proficiency Level English Learners
Advanced proficiency ELs may sound fluent and navigate social interactions with ease, but they often still need support to master academic language and complex linguistic structures. Direct English Language Instruction provides several key benefits:
1. Strengthening Academic Vocabulary
🔹 Teaches tier 2 and tier 3 words essential for success in content areas (e.g., “analyze,” “hypothesis,” “evaluate”).
🔹 Helps ELs understand nuanced meanings and how to use words in different contexts.
2. Refining Grammar & Syntax
🔹 Explicit instruction in complex sentence structures (e.g., passive voice, conditional statements).
🔹 Helps ELs produce clear, precise, and grammatically advanced writing and speech.
3. Enhancing Reading & Writing Skills
🔹 Supports comprehension of high-level texts with embedded academic language.
🔹 Guides ELs in writing structured essays, research papers, and formal responses.
4. Improving Academic Speaking & Listening
🔹 Provides scaffolds like sentence stems and discussion protocols to encourage confident, structured speaking.
🔹 Helps ELs listen critically and respond thoughtfully in academic conversations.
5. Boosting Performance on Standardized Tests & Assessments
🔹 Prepares ELs for test-taking language by teaching key phrases in prompts and questions.
🔹 Develops skills in analyzing, summarizing, and constructing well-organized responses.
Why Advanced ELs Still Need DEL
Even at an advanced level, ELs may not intuitively acquire academic language just by being in an English-speaking classroom. Direct instruction ensures they reach full academic proficiency, equipping them with the linguistic precision and confidence needed for higher education and professional settings.