Districts have a dual obligation to serve English learners.  They must provide a dedicated time for ELs to learn the language, and they must also teach language in content areas. 

This article by Saunders, Goldenberg, Marcelletti synthesizes research that provides guidelines for ELD instruction. Many resources, such as theory, ELD standards, practitioner experience, and published programs, might provide such guidance. We focus on individual studies and research syntheses that point to how educators might provide effective ELD instruction—instruction that focuses specifically on helping English learners develop English language skills and that is delivered in a portion of the school day separate from the academic content that all students need to learn.