Enhancing Academic Instruction for Adolescent English Language Learners With or at Risk for Learning Disabilities

Abstract

An increasing number of children worldwide attend schools where the language of instruction does not match their native language, presenting significant challenges with learning the content and vocabulary of academic content areas (e.g., social studies, science). In the U.S., these students are designated as English language learners (ELLs)—students who are acquiring English as a second language while also participating in content instruction that is delivered in English. For ELLs who are also identified as having learning disabilities, the reading and language demands of content area instruction are overwhelming, creating even greater barriers to their academic learning, particularly in secondary school settings in which the textbooks and language of instruction include complex concepts and technical vocabulary. This article outlines pathways to academic learning for ELLs and students with learning disabilities and presents instructional strategies to support the development of reading and language proficiency simultaneously with making content learning accessible.