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The majority of ELs are educated in urban schools where they often face substandard learning opportunities, under-qualified teachers, unchallenging curricula, lack of specialized resources, culturally irrelevant assessment and instructional practices, prejudice, and de facto racial segregation [1]. To improve academic and social outcomes for this population of students, educators working with ELs with suspected or identified LDs should focus on the following three areas.


This work was published in AccELLerate, volume 3, issue 3, 2011. The issue can also be found online at this link. This material is located in the public domain and is freely reproducible. The National Clearinghouse for English Language Acquisition (NCELA) requests that proper credit be given in the event of reproduction.