ABSTRACT

The large number of English language learners (ELLs) in America's classrooms continues to grow and has increased by 65 percent, causing greater demand for English as a second language (ESL) programs and services. Language is an important aspect of bilingual education. Sometimes ESL instruction is considered a separate entity from standard-based instruction, but ESL activities should be infused into the classroom curriculum. Assessment of ELLs is another major concern. This chapter focuses on these issues and remedies available to K-12 teachers and special education leaders. All teachers and leaders are responsible for all students and, therefore, accountable for helping all students attain the CCSS in the vast majority of states. School leaders have tremendous challenges to determining professional development because of the proliferation of languages in K-12 settings. Special education leaders are going to determine if ELL students really have a disability or if there are language differences.