ABSTRACT
As was mentioned in the demographic information section about ELLs (see Chapter 1.1), there are many types of ELLs in U.S. schools—migrant, transnational, those with interrupted formal education, recent immigrants, refugees, and others—and they come to school with varying levels of ability in their first language as well as in English. This reality, combined with the fact that federal policy holds states accountable for the academic achievement of ELLs, grants states the flexibility to determine how to serve the needs of their ELL population. Hence, it is easy to understand why many models of serving ELLs exist.
