Interventions for English Language Learners: A Review

Abstract

English Language Learners (ELLs) are individuals who have “sufficient difficulty reading, speaking, writing, or understanding the English language” (US Department of Education, 2014). These individuals require strategic and targeted instruction in order for them to succeed in classroom settings. This population represents a clear area of need in the American education system. ELLs are the fastest growing student population in the United States (U.S. Census Bureau, 2010). However, general education teachers consistently report feeling underprepared in their ability to accommodate the unique needs of the ELLs in their classroom (Durgunoğlu & Hughes, 2010, 35). This review only includes high quality sources. The purpose of this literature analysis is to comprehensively evaluate the experiences of English Language Learners, in order to better ascertain the accommodations that they are receiving in the context of the American education system. Through my analysis it is evident that this population has clear needs that are not currently being met. However, if ELLs are provided with tiered interventions, they show significant improvements in their language acquisition.