Performance:

-Student doesn't fully participate in classroom activities

-Student appears frustrated or withdrawn in response to lessons and classwork

-Student struggles to respond when called on

-Student performs poorly on formative assessments

-Weak oral language skills

Behavior:

-Student avoids communication and interaction with other students and/or teacher

-Student gets frustrated or upset and seems unable to focus on work, and is either unengaged or disruptive in class

-Student exhibits poor self-esteem or motivation

Source: https://www.ldatschool.ca/language-acquisition-difficulty-or-learning-disability/

-Talk to the student's family and other teachers or classroom professionals who work with the student to assess what the student's needs might be

-Engage in more comprehensive observation and evaluation of the student inside the classroom and in interactions with their peers

How to determine if a student is EL?

-Input from family and other subject teachers

-Patterns of errors in English

-Language proficiency assessment, such as WIDA screener

-Trouble following directions or responding to verbal cues

-Struggles socially with peers

-Low self-esteem, motivation, and classroom engagement

Source: https://wida.wisc.edu/assess/screener/online

Differentiated Instruction:

Content:

-Reducing the difficulty of material

-Using graphic organizers

-Providing class notes

Process:

-Teacher check-ins

-Extended time to do assignments

-Audio and visual learning aids

Product:

-Breaking down assignments into small steps

-Modifying assignments to fit student needs

Learning Environment:

-Preferential Seating

-Small group study

Parental involvement: Encourage parents to get involved with the learning process and work with the student outside the classrom.

Source: https://www.structural-learning.com/post/differentiation-strategies-a-teachers-guide

-Build Background Knowledge or Content Knowledge: By looking ahead at what students will be learning, you can provide them with resources to beef up their background knowledge in those areas before the class begins

-Bilingual Dictionaries: Word to Word Translation Dictionaries.

-Speaking Speed and Clarity: Slow down and pronounce each word succinctly and clearly.

-Time: Provide students with some extra time to think before asking for a response or requiring a student to complete an assignment.

-Visuals: Find images, videos, realia, anything that will help tie vocabulary, concepts, stories, etc to real things students can visually understand.

-Repetition: Repeat things you say to your students and have students repeat what you say back to you as well as answers other students have offered.

-Scaffolds: There are a number of scaffolds you can use with your students like graphic organizers or anchor charts.

-Translation: Oral translation, direct translation, literary translations, all can be helpful tools for assisting your English Language Learners

-Translanguaging: Let students use their native languages in natural ways alongside their new language.

-Assign a Friend: Pair students with native speakers or with another student who speaks the same language for help and/or discussion when wrestling with a text or completing an assignment.

-Cheat Sheet to Classroom Guidelines, Class Topics, Concepts

-Parental Involvement: You can use a tool like Talking Points to help you communicate with parents with whom you do not share a common language.

-Testing Accommodations: In many cases, students can use an alternative language edition of an exam or be allowed more testing time. Check out your state’s guidelines for what testing accommodations are allowed for your students.

-Reasonable Extensions: Giving students a little extra time to complete assignments can make a huge difference.

Source: https://kid-inspired.com/accommodations-for-ells-in-the-classroom/#BN-1fb7a52eae63f617

This should be done with the permission, and ideally support and understanding, of parents.