Instructional Models and Strategies for Teaching English Language Learners

This publication offers educators and policy-makers guidance on research-based strategies that have been effective in instructing English Language learners (ELLs). Regardless of the model that school districts select, teachers--especially those who have not been trained to work with ELLs--need help to determine the most effective strategies to accelerate student learning and maximize instructional time. This document outlines key contextual factors that decision-makers should take into account when making instructional choices for ELLs, provides a brief overview of bilingual and English-only instructional models, and considers the influence of the language of instruction on academic outcomes for ELLs. The Center on Instruction held a webinar July 28, 2010, as an orientation to this document. The archived WebEx file and the PowerPoint presentation can be accessed here.

Files available for this resource:

This resource pertains to the following topics:

• Literacy
• English Language Learning
• Special Populations
• Research: Meta-analyses and Summaries
• Practitioner Guides
• Instruction
• Instructional Practice

©2005-2025 Center on Instruction at RMC Research Corporation
1000 Market St. | Portsmouth, NH 03801 | Phone: 800.258.0802 or 603.422.8888
Funded from 2005-2013 by the U.S. Department of Education, Cooperative Agreement Number S283B050034.