Abstract
ABSTRACTThis article presents a literature review regarding the identification and pedagogical practices for educating English language learners and the newly designated student classification of Long Term English Language Learners (LTELs) in California. Challenges encountered by middle and high school content area teachers are highlighted as well as instructional supports that can be implemented to enhance and increase English Learner student success. Educating English Learners is a multifaceted endeavor that includes an active response from teachers and site and district administrators. The article presents a practical response for promoting equity, access and academic success for English Learner students
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