Strong academic performance is not a common challenge faced by ELLs in middle school. In fact, many ELLs struggle to keep up with their peers due to language barriers and other challenges.

The primary goal of providing support to ELLs in middle school is to help them achieve academic success. This includes helping them to develop strong English language skills, as well as the academic skills necessary to succeed in middle school and beyond.

Translating all materials into the student's native language is not a strategy for supporting ELLs in middle school. In fact, it can be counterproductive, as it can prevent students from developing strong English language skills.

Sheltered instruction is a type of instruction that is designed specifically for ELLs. It uses a variety of strategies to make content more accessible to students who are still developing their English language skills.

The ESL teacher plays a vital role in supporting ELLs in middle school. They provide sheltered instruction, offer opportunities for peer collaboration, assess students' English language proficiency, and work with other teachers to ensure that ELLs have access to the same opportunities as their peers.

The general education teacher plays an important role in supporting ELLs in middle school. They can modify assignments and assessments for ELLs, provide opportunities for peer collaboration, use visuals and graphic organizers in their instruction, and work with the ESL teacher to ensure that ELLs have access to the same opportunities as their peers.

The school counselor plays an important role in supporting ELLs in middle school. They can provide social and emotional support, help ELLs develop academic skills, connect ELLs with community resources, and work with other school staff to ensure that ELLs have access to the same opportunities as their peers.

Parents play a vital role in supporting ELLs in middle school. They can encourage their child to learn English, help their child with their homework, attend school events and meetings, and work with the school to ensure that their child has access to the same opportunities as their peers.

The community plays an important role in supporting ELLs in middle school. They can provide after-school programs and tutoring, offer opportunities for ELLs to practice their English, connect ELLs with mentors and role models, and work with the school to ensure that ELLs have access to the same opportunities as their peers.

The best way to assess the English language proficiency of ELLs in middle school is to use a combination of methods, including standardized tests, classroom observations, and interviews. This will provide a comprehensive picture of the student's English language skills.

ELLs in middle school face a variety of challenges, including difficulty understanding academic content, limited English proficiency, and social isolation. These challenges can make it difficult for ELLs to succeed in school.

There are a variety of strategies that can be used to support ELLs in middle school, including using visuals and graphic organizers, providing sheltered instruction, and offering opportunities for peer collaboration. These strategies can help ELLs to learn English and succeed in school.

There are a variety of resources that are available to support ELLs in middle school, including ESL programs, bilingual teachers, and after-school programs. These resources can help ELLs to learn English and succeed in school.

The school district plays an important role in supporting ELLs in middle school. They can provide funding for ESL programs, hire bilingual teachers, develop policies and procedures to support ELLs, and work with the community to ensure that ELLs have access to the same opportunities as their peers.

The state government plays an important role in supporting ELLs in middle school. They can provide funding for ESL programs, develop standards for ESL programs, monitor the implementation of ESL programs, and work with the school districts to ensure that ELLs have access to the same opportunities as their peers.