ABSTRACT
Between 1997 and 2009, the number of English Language Learners (ELLs) enrolled in United States (US) public schools increased by 51 percent. Regular classroom teachers must therefore attempt to address the learning needs of mainstreamed ELLs. This is now reinforced by the fact that the English Language Arts Common Core State Standards emphasizes that all learners need to read progressively more complex texts across multiple genres in the content areas, preparing learners for college and careers. To maintain adequate growth toward this goal, all learners must steadily enhance their familiarity with numerous linguistic features related to vocabulary, English language structures, and a variety of English text and discourse structures. This increases content-area teachers' responsibility for language learning. Yet, most K-12 content-area teachers have little prior education in how to adapt their instructional approaches to accommodate the diverse cultural and linguistic backgrounds of students with varying levels of English proficiency.
