The United States of America has always been known for its diversity. A country that promises to “The Land of the Free.” Many people migrate in hopes of having a better future for themselves and for their children. Along with the high diversity rates in the United States, the different number of languages are also high and yet English is the main language taught in schools. As English maintains its dominance in the education system, many students fall into the category of an English Language Learner. These students are expected to learn the English language to strive in the education system and yet these students are not given the proper supports to help them succeed.

Each day in a mainstream classroom, students are presented with academic vocabulary and expected to learn these on top of learning a new language. This does not take into account the content students must learn and the tests they need to take. Students who do not speak English as their main language, are set to struggle in classrooms where help is not provided. Although many schools have English Language teachers, those educators are only presented with an allocated amount of time to help the student. These times are done through push in or pull out methods, leaving English Language Learners to fend for themselves in the mainstream classroom. This article provides an insight on how content teachers can work collaboratively with English Language teachers to improve learner’s success rates in the general classroom. Additionally, throughout this article, the term Multilingual learners will replace English Language Learners as the term more adequately acknowledges that students may speak multiple languages and does not define their student identity by their learning of English only.




Elementary and Literacy Education Department


Mai Kong Pheng Yang is a third grade teacher at Hope Community Academy. She has been teaching for one year and was a in house substitute teacher for half a year. Mai graduated with her Bachelor's degree in Fall 2019 from Minnesota State University, Mankato. During her undergrad, Mai was able to study abroad in South Korea and student teach in Texas. These experiences allowed Mai to peak an interest in teaching English and supporting multi-language learners to grow academically and socially. She would like to thank her professors and mentors for their guidance during her research. She would also like to thank her family and friends for them support and encouragements.

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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