Students identified as English Language Learners (ELL) are characterized by what?

Students identified as English Language Learners (ELL) are characterized by the use of a primary language other than English while learning English. This definition highlights that ELLs are individuals whose first language is not English and who are in the process of acquiring proficiency in English. This context is essential, as it reflects the unique challenges and learning experiences these students encounter in an educational setting that may predominantly use English.

This distinction is important in understanding the needs of ELLs, as they often require specialized instructional strategies that can support language development while still tapping into their existing knowledge and skills in their native language. By acknowledging their primary language, educators can create more effective learning environments that bridge linguistic gaps and promote bilingualism.

In contrast, fluency in both languages or the ability to read and write in English prior to instruction does not accurately represent the experience of all ELLs, as many may not yet have the opportunity to develop such skills. Additionally, the exclusive use of English during all school activities overlooks the significance of students' native languages in their learning process, which can enhance cognitive development and cultural identity. Hence, the focus on the primary language being used while learning English is a fundamental characteristic of ELL students.