Effective Instructional Practices and Models to Prepare ELLs for State Mandated Testing

Abstract

The United States has a growing population of English language learners (ELLs) who travel from other countries for various reasons and become fluent in the English language. In the educational field today in the U.S. achievement is measured by standardized-test scores through state mandated testing (Ferlazzo, 2025). Educators also have various types of instructional models to help English language students learn more effectively. According to Kaplan (2019), research indicates that ELLs learn best by being immersed with general education students, not being taught in isolation and having additional support from an instructional model. There are many suggestions to best prepare ELLs for state mandated testing and to identify what is most appropriate is essential to an ELLs academic success. The purpose of this qualitative study is to identify the perceptions of English language teachers perspectives on effective instructional practices and models to prepare English language learners for state mandated testing. This study was administered in two Virginia school divisions using semi-structured interviews. This study generated several findings and implications. In the discoveries, practicing vocabulary, building background knowledge, and building visuals were identified as ways to assist ELLs in learning the English language, in addition to building relationships. Being knowledgeable on working with ELLs is how educators will be able to help them reach English language proficiency. Administrators and educators need to be able to work together to find a way to address the challenges ELLs face when participating in state mandated testing.