Section 1 
Section 2 
Section 3 
Section 4 
Bibliography Strategy 1 - Understanding Learner Needs
To support English learners effectively, it is important to begin with a strong understanding of who they are as individuals. Differentiated instruction begins by recognizing that each student brings unique experiences, strengths, and challenges to the classroom. When combined with STEP data, this information informs responsive and effective planning.
The following guidelines are based on research-based strategies promoted by EL Education, which emphasize the importance of understanding learner identity and using student profiles to guide instruction.
For definitions of key terms commonly used in the context of supporting English learners, consult the Glossary of Key Terms for Supporting English Learners.
Needs Assessment
Start by gathering the following information about each student. Using resources specifically designed to collect this information can make the process more effective and help build a complete, and in-depth learner profile:
- English language proficiency level
- Learning style and preferences
- Cultural and linguistic background
- Prior educational experiences
- Any learning needs or challenges
This information helps guide decisions about instruction and support.
Learner Profiles
Build learner profiles for each English learner that summarize:
- Strengths and areas for growth
- Learning preferences
- Cultural and linguistic background
The profiles can guide personalized learning while ensuring that each student's identity is represented meaningfully throughout their learning journey. You may already have a foundation from the Student Profiles in Section 1.
Research Support
The strategies shared in this resource are grounded in well-established research on how students acquire a new language and how to meet the diverse needs of all learners. Below are some key researchers who have shaped this work and the contributions they have made.
Jim Cummins
Cummins teaches that there are two types of language:
- BICS: Everyday conversation (e.g., “Can I go to the bathroom?”)
- CALP: School language (e.g., “Compare and contrast two ideas.”)
Give students time and support to learn both kinds of language. Do not assume social English means academic fluency.
Pauline Gibbons
Gibbons focuses on scaffolding: breaking big tasks into smaller steps and giving support along the way. She shares practical strategies for helping English learners take part in regular classroom work.
Use visual aids, model tasks and give sentence starters so ELs can join in with confidence.
Stephen Krashen
Krashen says students learn best when:
- They can understand the language (even if they are still learning English)
- They feel safe, calm, and encouraged in the classroom.
This is called “comprehensible input” and “lowering the affective filter”.
Use simple, clear language and make your classroom a safe place to take risks.
Carol Ann Tomlinson
Tomlinson is a leader in differentiated instruction. She teaches us to adjust what we teach (content), how we teach it (process), and how students show what they know (product) to meet different learning needs.
Give choices, provide different kinds of support, and meet students where they are.
These researchers help us understand that every student can learn, they may just need different tools, time, or support to get there. When we apply these ideas in the classroom, we create meaningful opportunities for English learners to build on their strengths and take pride in their progress.