# data[].attributes.body
Beginning students may need instruction in their native language as well as English, and can later be transitioned over to English as deemed ready.

# data[].attributes.body
By giving students high-quality education in an ESL classroom, we help them understand English, but more importantly, we give them quality subject-matter teaching, so that they can succeed.

# data[].attributes.body
Tested on subject matter, not language!

# data[].attributes.body
- Phonics are acquired
- Causes frustration
- Wastes time

# data[].attributes.body
Literacy transfers across languages. "Once you can read, you can read."

# data[].attributes.body
No output is required, however they are still acquiring language!

# data[].attributes.body
Language immersion is nothing but noise, and students who had previously undergone this technique find they can't remember... anything!

# data[].attributes.body
Background knowledge in their native language helps students to connect with their English learning.

# data[].attributes.body
Just because an ELL speaks in what you deem "fluent" English, does not mean they have mastered academic language; transitioning too soon results in poor reflection of ability in school.

# data[].attributes.body
Academic language is essential to learning, and also in the job field. The problem being, students who are NOT ELL's have difficulty understanding academic language, so how much more difficult is it for our ELL students?