How Do Great Schools Teach the Whole ESL Student?

Understanding the Academic, Social, Emotional, and Cultural Needs of English Language Learners

Michael Keany - October 2026

THE BIG IDEA

Great schools recognize that teaching English Language Learners (ELLs) involves much more than teaching English. Students bring diverse cultures, experiences, talents, and challenges into classrooms. Successful schools address the whole student—academically, linguistically, socially, emotionally, and culturally.

A recent professional development workshop for teachers in grades 6–12 explored how educators can better support ELLs through research-based instructional practices, differentiated learning experiences, and greater sensitivity to students' sociocultural backgrounds.

The central message was compelling: English learners should never be defined by what they cannot yet say in English. They should be recognized for everything they already know, understand, and contribute.

1. Understand the Student Before Teaching the Subject

One of the workshop's most important themes was the need to understand the unique circumstances of English learners.

Some students have received excellent schooling in their home countries. Others have experienced interrupted education, family separation, economic hardship, or displacement.

Teachers must recognize these differences rather than assume all ELLs require identical instruction.

Effective schools learn about students' educational histories, home languages, cultural traditions, family circumstances, and personal aspirations.

Equally important, they recognize bilingualism and multilingualism as assets rather than deficiencies.

2. Make Content Accessible Without Lowering Expectations

A recurring workshop theme was that English learners need access to challenging academic content, not simplified expectations.

Teachers should maintain rigorous learning goals while providing appropriate linguistic support.

Effective strategies include:

• Pre-reading: Introduce essential vocabulary, activate background knowledge, preview difficult concepts, and use visuals to establish context.

• During reading: Break complex passages into manageable sections, provide guiding questions, encourage annotation, and model comprehension strategies.

• Post-reading: Use structured discussions, graphic organizers, collaborative activities, and written reflections to strengthen understanding.

• Writing: Provide sentence frames, paragraph models, vocabulary banks, and opportunities for revision and feedback.

These strategies benefit English learners while frequently improving instruction for everyone.

3. Recognize That Language Development Is Everyone's Responsibility

English language development cannot be delegated exclusively to English as a New Language (ENL) specialists.

Every secondary teacher—including those teaching mathematics, science, history, physical education, and the arts—must recognize the language demands of the curriculum.

Science teachers should explicitly teach how to explain evidence. Mathematics teachers should model how to justify reasoning. History teachers should demonstrate how to construct arguments using primary sources.

Collaboration between content-area teachers and ENL specialists is essential.

4. Create Classrooms Where Students Feel They Belong

Language acquisition requires confidence, participation, and emotional security.

Students who fear embarrassment or ridicule may avoid speaking, asking questions, or participating in classroom discussions.

Great teachers establish environments where linguistic mistakes are treated as natural steps in learning.

Structured partner conversations, cooperative learning, culturally relevant materials, and opportunities to share personal experiences help students develop both language and belonging.

Importantly, teachers avoid placing students in situations where limited English proficiency is mistaken for limited intelligence.

5. Build Partnerships With Families and Communities

Families are indispensable partners in educating English learners.

Schools should communicate in families' preferred languages whenever possible, provide interpreters, and ensure that parents understand academic expectations and available services.

Community organizations can provide additional resources, including tutoring, mentoring, counseling, and opportunities for cultural engagement.

These partnerships help schools address challenges that extend beyond classroom instruction.

6. Prepare Students for Life Beyond Graduation

The workshop connected effective ELL instruction to the Portrait of a Graduate—the knowledge, skills, and dispositions students need for future success.

English learners deserve opportunities to develop critical thinking, collaboration, creativity, communication, and civic responsibility.

Language proficiency should never become a barrier to advanced coursework, leadership opportunities, extracurricular participation, or college and career preparation.

LEADERSHIP ACTIONS

Principals can translate these principles into practice by examining whether their schools:

1. Provide ongoing ENL professional development for every content-area teacher.

2. Maintain rigorous academic expectations alongside differentiated language supports.

3. Encourage meaningful collaboration between ENL specialists and classroom teachers.

4. Include multilingual perspectives in curriculum materials and school activities.

5. Establish welcoming, accessible partnerships with multilingual families.

6. Monitor both academic achievement and students' sense of belonging.

LEADER REFLECTION

Perhaps the most important question emerging from this workshop is not simply, "How effectively are we teaching English to our students?"

It is:

"How effectively are we helping students learn, belong, participate, and succeed while they are learning English?"

Great schools understand that English proficiency is one important educational goal—but developing the whole student is the greater responsibility.

Great schools do not simply teach English to multilingual learners. They educate the whole child—academically, linguistically, socially, emotionally, and culturally.

References

1. National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press.

https://doi.org/10.17226/24677

Relevance: This comprehensive research report emphasizes that English learners need coordinated academic, linguistic, and social-emotional support. It highlights the importance of family engagement, culturally responsive education, and appropriate teacher preparation. National Academies

2. WIDA. (2020). WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten–Grade 12. Board of Regents of the University of Wisconsin System.

Read the WIDA Standards Framework

Relevance: This framework emphasizes integrating English language development with rigorous academic instruction. It recognizes students' home languages, cultural backgrounds, and existing knowledge as valuable educational assets. WIDA

3. National Academies of Sciences, Engineering, and Medicine. (2018). English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives. Washington, DC: The National Academies Press.

https://doi.org/10.17226/25182

Relevance: This report demonstrates that English learners should have access to challenging, grade-appropriate academic content while simultaneously developing English proficiency. It advocates asset-based teaching practices, educator collaboration, and equitable learning opportunities.

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Prepared with the assistance of AI software OpenAI. (2026). ChatGPT (5.2) [Large language model]. https://chat.openai.com