Excellent practical strategies at https://www.districtadministration.com/article/4-steps-fluency-and-mastery-education-ells
4 steps to fluency and mastery in education for ELLs. How educators can meet the needs of this diverse and growing student population05/07/2018
No curriculum area can be taught without paying attention to teaching the English language at the same time. Here is an example of language in science at http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2018/04/response_how_to_weave_writing_throughout_science_lessons.html
Read about a district’s success in How 5 Districts Unlock ELLs’ Math Potential at http://blogs.edweek.org/edweek/learning-the-language/2018/03/unlock_math_potential_ell_students.html
When reading this publication, I remembered my first years in the USA and how I struggled in lectures during my graduate program. Find information about the research here at http://newsmanager.commpartners.com/tesolheis/issues/2018-03-06/1.html
A study by Mulligan & Kirkpatrick (2000), for example, found that a much larger than expected group of ELLs had trouble understanding lectures. In courses that included Architecture and Construction, and Economics and Finance, it was found that fewer than 1 out of 10 ELLs understood the lectures well and perhaps 1 out of 4 ELLs had not understood anything at all (Mulligan & Kirkpatrick, 2000).
This suggests that instructors need to construct their lectures and design their courses with ELLs in mind, being more thoughtful to this group.
Find instructions at https://www.makeuseof.com/tag/cite-powerpoint-apa-format/
Teachers of ESL students in content areas know how important it is to close the gap between English and content mastery. To that end, language objectives are essential. Read more about this topic in Language Objectives: The Key to Effective Content Area Instruction for English Learners at http://www.colorincolorado.org/article/language-objectives-key-effective-content-area-instruction-english-learners