Ace the Educating All Students (EAS) Challenge 2026 – Rally Your Teaching Superpowers!

ELL (English Language Learner) students often demonstrate that their ability to engage in conversational English tends to lag behind their performance in reading and writing. This phenomenon can be attributed to the differences in the cognitive and language demands of these skills.

While ELLs may develop conversational skills through immersive experiences and interactions with peers, the more complex skills of reading and writing often require formal instruction, exposure to vocabulary, and the development of literacy strategies. ELL students may find it easier to pick up conversational language due to its informal nature and immediate context, but the academic language required for reading comprehension and effective writing involves a deeper understanding of syntax, grammar, and vocabulary that takes longer to develop.

Recognizing this distinction is crucial for educators because it highlights the need for targeted support in literacy instruction, ensuring that ELL students receive the guidance necessary to build their reading and writing skills to meet academic benchmarks.