Abstract
The number of English language learners (ELLs) in today's classrooms is increasing. In this article, the authors identify four perceived barriers beginning and veteran teachers face in teaching literacy to ELLs: the lack of understanding of the role of literacy in other cultures, the teacher's inability to differentiate instruction to meet the needs of all learners, the devaluation of peer interactions and collaborations in the process of learning a language, and a lack of knowledge about using assessment measures with diverse student populations. Through the review of research and the authors’ experiences in the field, strategies are offered to help teachers overcome these barriers and become more effective teachers of ELLs.
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