The population of students designated as English language learners in US public schools continues to grow. A committee of English language teachers and teacher educators has updated the 2006 “NCTE Position Paper on the Role of English Teachers in Educating English Language Learners (ELLs)” to reflect current knowledge on and best practices in English language learning and teaching in K–12 schooling in the United States. Teachers can use the recommendations in this paper to support all of these learners. Students’ abilities range from not speaking English at all to being fully biliterate. In United States education policy, ELLs are defined as students who know a language other than English and are developing their English proficiency. Thus, this paper addresses ways teachers can help students develop their English language abilities as well as ways they can support their students’ multilingualism. NCTE has made clear multilingual students’ right to maintain their home and/or native languages (see “On Affirming the CCCC ‘Students’ Right to Their Own Language’” 2003). More specifically, this paper reviews current research into the language and literacy needs of these young people as they participate and learn in English-medium classes. This position paper is designed to address the knowledge and practices teachers need in order to create and teach effective curricula and materials that engage English language learners (ELLs), develop their academic proficiency, and help them negotiate their identities as multilingual language users.
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