What About Our English Language Learners?

Supporting English learners in learning to read is both a challenge and a powerful opportunity. These dedicated educators are leaning into the work, collaborating, personalizing instruction, and using data to meet each student where they are. Together we can make literacy possible for every child.

One question I’m asked regularly is, “What about our English Language Learners?” It’s a fair and vital question. Across the country, the number of multilingual learners is rising, and many are also being identified for special education services. This trend prompts an urgent reflection: Why is this happening, and what can we do to better support these students?

While I don’t claim to be an expert in multilingual education, I’ve spent over two decades as a teacher, literacy leader, and administrator. I’ve studied the research, listened to experts, and learned from experience.

Here’s what I’ve come to understand.

Understanding English Proficiency Levels

First, not all English learners are the same. Effective support begins with understanding where a student is on the continuum of English proficiency:

• Newcomer: Recently arrived in the U.S. with little or no English proficiency.

• Entering & Emerging: Beginning to grasp basic conversational English but still developing academic language.

• Transitional: Moving toward independence in English but still needing scaffolds for academic tasks.

• Commanding: Proficient in English, capable of engaging with grade-level content with minimal support.

Knowing a student’s proficiency level helps us determine the right type of instruction and identify the most qualified person to deliver it.

What Effective Literacy Instruction for ELs Looks Like

The National Committee on Effective Literacy has outlined what to look for in classrooms and why each component matters. Below is a streamlined summary of those components, specifically tailored for English learners:

1. Oral Language

• Why it matters: Foundation for vocabulary, sound awareness, and comprehension.

• Look for: More student talk than teacher talk; structured discourse; rhymes, read-alouds, sound play.

2. Phonemic Awareness

• Why it matters: ELs need explicit practice hearing and manipulating sounds in English.

• Look for: Segmenting, blending, stretching out words.

3. Concepts of Print

• Why it matters: Understanding how books and print work is essential before decoding.

• Look for: Teacher modeling, shared writing, explicit instruction on book handling.

4. Phonics, Decoding, & Fluency

• Why it matters: Critical for word recognition, but must be linked with oral language.

• Look for: Systematic phonics, choral/echo reading, small group differentiation.

5. Vocabulary & Background Knowledge

• Why it matters: Words without meaning are just sounds.

• Look for: Explicit vocabulary teaching, content-rich thematic units, use of visuals.

6. Comprehension Strategies

• Why it matters: Reading is about understanding.

• Look for: Predicting, summarizing, scaffolded discussions.

7. Designated ESL/ELD Instruction

• Why it matters: Focused time on how English works is both critical and legally required.

• Look for: Scheduled daily ELD time aligned with standards and student proficiency.

8. Cross-Language Connections

• Why it matters: ELs benefit from building on their first language.

• Look for: Cognate charts, use of home language, cross-linguistic transfer.

9. Writing

• Why it matters: Writing strengthens reading and reveals language understanding.

• Look for: Daily writing, genre-aligned tasks, formative use of student writing.

10. High-Volume Print Access

• Why it matters: Practice builds fluency and motivation.

• Look for: Diverse, multilingual classroom libraries; independent reading time.

11. Language & Print-Rich Classrooms

• Why it matters: ELs need visual, tangible, contextual support.

• Look for: Posters, labels in multiple languages, expressive read-alouds.

12. Culturally Inclusive Materials

• Why it matters: Students need to see themselves in texts.

• Look for: Books representing diverse cultures and complex language.

13. Support for Home Language & Bilingualism

• Why it matters: Home language is an asset, not a barrier.

• Look for: Bilingual materials, family literacy events, classroom messages affirming bilingualism.

14. Differentiated, Data-Informed Instruction

• Why it matters: One size does not fit all.

• Look for: Flexible small groups, ongoing formative assessment, targeted scaffolds.

Yes—The Science of Reading Still Applies

There’s been some debate about whether the Science of Reading applies to English learners. The answer is a resounding yes. Experts from both fields agree: ELs need explicit, systematic instruction in phonemic awareness, phonics, vocabulary, and comprehension, in addition to strong language development.

Why Are So Many ELs Struggling to Read?

One of the biggest challenges we face in schools is determining why a student is struggling to read. Are they still acquiring English? Do they have a speech or language delay? Or are we looking at characteristics of a reading disability?

These are complicated questions, and the answers are rarely straightforward. Systems, regulations, and certification rules often complicate the process. For example, when creating a secondary level reading course, the course code we assign determines teacher certification requirements. If that code doesn’t match the certification of the teacher delivering instruction, schools risk being out of compliance, especially in districts already identified as needing improvement.

What Can Schools Do?

Start with a student-centered, data-informed process. Bring together a collaborative team that includes:

• ENL teacher

• Reading specialist

• Speech-language pathologist

• Special education teacher

• General education teacher

• Principal or instructional leader

Before the meeting, gather comprehensive data using the Simple View of Reading and Scarborough’s Rope to guide your analysis.

Assessments to Collect:

Language Development

• State English Language proficiency assessment

• SLAM (for both English and native language)

Reading Skills

• Oral Reading Fluency

• Phonological Awareness Screener

• Phonics Screener

• MAZE comprehension

Divide and Conquer

Use the data to determine the student’s needs and assign clear roles. For newcomers or entering-level students, prioritize language development. ENL teachers and bilingual SLPs often take the lead here, while reading specialists support word recognition and comprehension. Set SMART goals based on the data and align instructional responsibilities accordingly.

Monitor Progress and Adjust

Use curriculum-based measures (CBMs) to track progress every two weeks. Chart progress against aimlines to determine whether students are on track. After 6–8 weeks, reconvene the team, analyze the data, and adjust instruction as needed.

Final Thoughts

Supporting English learners in learning to read is both a challenge and a tremendous opportunity. When we take a collaborative, personalized, and data-informed approach, we can meet each student where they are and help them succeed.

I’ve found that most school leaders are open to innovation and committed to getting it right. With the right tools and teamwork, we can build systems that affirm students’ identities, draw upon their linguistic strengths, and ensure every child learns to read.

See you next Sunday!

References

ExcelinEd. (2025, January). Fundamentals of literacy coaching: Module 4 – Session 12 PD guide [Professional development guide]. https://excelined.org/wp-content/uploads/2025/01/Fundamentals-of-Literacy-Coaching-Module-4-Session-12-PD-Guide.pdfsessions.

New York State Education Department. (n.d.). ELL identification & placement/home language questionnaire. https://www.nysed.gov/bilingual-ed/ell-identification-placementhome-language-questionnaire