The study addresses teachers and instructional leaders of English Language Learners (ELLs), one of the fastest growing student populations in the United States. English Language Learners comprise a diverse group of students including native-born Americans who happen to speak a language other than English as their primary language. One of the most common characteristics among ELLs is they are predominantly members of the low socioeconomic and Latino demographics.

English Language Learner reading proficiency is addressed as a foundational factor leading to success in other content areas and an ultimate determinant of educational attainment as well as a factor affecting capacity for human capital. The study focuses on inputs rather than outputs. Attention is given to educational opportunities provided to ELLs within classroom settings.

The purpose of the study is to identify the most essential strategies that provide teachers with effective ways to facilitate ELL learning of content material while continuing to improve their English language proficiency. Voluntary teacher surveys, interviews, and observations comprise the methodological approach for the study. Data analysis consists of examination of teachers' responses to surveys and interviews to identify trends and patterns in practices as well as mindsets for teaching ELLs. Analysis of classroom observations provide for an opportunity to discern specific, observable, and measurable instructional practices employed with English Language Learners. The intended outcome is to identify a framework for teaching English Language Learners.