Contextualizing Instruction for English Language Learners With Learning Disabilities

With the increase in the number of English language learners in today’s classrooms, teachers are faced with the task of delivering evidence-based instructional strategies to very diverse groups in their classrooms. The challenges of teaching children with learning disabilities such as difficulties with language- based activities, memory and metacognition, are further complicated by the additional challenges that limited English proficiency brings to the table. This article provides recommendations for evidence-based practices that contextualize instruction and support ELLs with learning disabilities in the content areas. Recommendations include how to build academic vocabulary, how to build background knowledge, and how to provide opportunities for engagement in classroom activities that will engage ELLs who have learning disabilities.