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For schools, improving academic outcomes for ELLs is a litmus test for whether teachers are meeting their charge to truly leave no child behind.

fact that the nation’s teachers are and will increasingly encounter a diverse range of learners requires that every teacher has sufficient breadth and depth of knowledge and range of skills to be able to meet the unique needs of all students, including those who struggle with English

equally critical to consider how best to prepare mainstream, or general education, teachers to work with English language learners since they are increasingly likely to have such students in their class.