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Just like non-ELs, having good background knowledge, even if it's in another language, can really help students succeed

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Experiencing fear of cultural assimilation (learning English would damage their identity)

Lack of formal education

Unlabeled or undiagnosed physical/mental health issues

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Accelerating Growth - As a high school coach, I see gains when teachers teach content and language together. Building confidence and positive relationships are also keys.

Hindering Growth - Allowing our English Learners to escape in the background (stay silent throughout the day, not participate, etc.)

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Knowing the students and their proficiency levels in their home language. Our district doesn't assess this.

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"In" class support - be there for real-time questions, vocabulary, etc.

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"In" class support - be there for real-time questions, vocabulary, etc.

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Buy in from classroom teachers with ML strategies and the need for MLL classes

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One influential factor is time. With so many tasks to complete and dedicate time to, we need to balance concepts.

A second is effort! The more time the student devotes to language acquisition, the more successful they are on the test.

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what affects is the fact that they are teenagers and have lots of other interests.

Something that helps is they want to communicate

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Positive Influences: family involvement, literacy in L1,

Negative Influences: TRAUMA, lack of formal education, stagnant growth in CALP

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familial expectations

exposure to different types of text

interest in academics/context

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How involved are they with their child. Whether they speak English or their L1 outside of school.

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Amount of buy-in: how much a student is interested in the class or thinks the class is going to help them

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teacher quality