Chapter 6: Effective Instruction

English learners (ELs) enter schools demonstrating varying language and literacy skills. They represent numerous languages, cultures, ethnicities, nationalities, and abilities. Effective instruction for ELs must adapt to learners’ unique characteristics and skillsets. Additional considerations are necessary for those who are also identified with a learning disability. Among ELs with disabilities, nearly 50% are reported to have a specific learning disability (U.S. Department of Education, 2020). ELs with and without learning disabilities are increasingly identified and served in America’s schools. This necessitates that K–12 teachers be aware of and use effective instructional practices supported by evidence to champion these students as they work to acquire English language proficiency and academic knowledge simultaneously.