ELL vs ESL: What's the Difference? (And Other Terms Teachers Hear)

The difference between ELL and ESL is simple: ELL (English language learner) describes the student, while ESL (English as a second language) describes the program, class or service that teaches English. So a student who is an ELL receives ESL services. You’ll also hear EL, ML, EB, ENL, ESOL and more, because states and districts choose their own terms. This guide explains each term, how students are identified and exit, and what classroom teachers can do every day.

ELL vs ESL at a glance

Why so many terms? “Second language” isn’t always accurate: many students already speak two or more languages. Asset-based terms like multilingual learner and emergent bilingual reflect that students bring language strengths. Use whatever term your district uses in official documents, and focus on the student in conversation: “Maria is learning English” works everywhere.

How students are identified

1. Home language survey. At enrollment, families answer questions about the languages spoken at home.
2. Screener. If a language other than English is reported, the school gives an English language proficiency screener (listening, speaking, reading and writing).
3. Placement. Students who qualify receive English language development services. Families must be notified, and they have the right to decline specific program services, though the school must still support the student’s language needs in class.
4. Annual testing. English learners take an English language proficiency test every year.
5. Exit (reclassification). When students meet the state’s criteria, they exit the program and are monitored for at least two years.

These steps are required under federal civil rights law: schools must identify English learners and give them meaningful access to the curriculum.

Program models you may hear about

Most English learners spend most of the day with the classroom teacher, which is why everyday strategies matter so much.

Proficiency levels in plain words

States use different frameworks, but most describe about five or six levels. In everyday terms:

• Beginning: understands simple words and gestures; speaks in single words or memorized phrases.
• Developing: short sentences; understands more than they can say.
• Expanding: longer sentences with errors; can follow most classroom talk with support.
• Bridging: close to grade-level English with help on academic vocabulary and complex texts.
• Reaching: ready to exit; still benefits from attention to academic language.

Ask your ESL teacher for each student’s scores and what they mean for listening, speaking, reading and writing separately. A student can be strong in speaking and still need a lot of support in writing.

What classroom teachers can do every day

1. Use visuals. Pictures, gestures, real objects and anchor charts make content accessible.
2. Pre-teach key vocabulary. Three to five words per lesson, with images and examples.
3. Give sentence frames. “I think ___ because ___.” Our sentence frames for ELLs are organized by language function.
4. Build in talk. Turn-and-talk before writing gives students language to use.
5. Allow home language. Let students discuss or plan in their home language. It supports thinking and transfer.
6. Check understanding often. Thumbs up, mini whiteboards or a quick drawing, not “Do you understand?”
7. Simplify language, not content. Shorter sentences, clear steps, the same grade-level ideas.

For reading, math and writing specifics, see ELL strategies for reading. For state tests, see the ELL section of our testing accommodations list.

ELLs and special education

An English learner may also have a disability, and a student with a disability may also be learning English. The challenge is telling the difference between a language need and a learning need. Signs that call for a closer look include difficulties that also appear in the home language and slow progress despite strong language support over time. The team, including the ESL teacher and families, decides through a full evaluation; the student keeps language services if they qualify for special education. When communicating with families, offer an interpreter and translated documents.

Working with your ESL teacher

The best results come when the classroom teacher and the ESL teacher plan together, even briefly. A 15-minute weekly check-in can cover:

• Upcoming content. Share next week’s topics so the ESL teacher can pre-teach vocabulary.
• Language goals. Agree on one language function to practice across both settings, such as comparing, sequencing or explaining.
• Student progress. Share work samples and note who needs more support with speaking, reading or writing.
• Assessments. Plan which accommodations an English learner will use on unit tests (word-to-word dictionary, read aloud where appropriate, extra time).
• Families. Coordinate interpreters and translated notes for conferences.

Myths about English learners

Keeping these realities in mind helps you set high expectations while giving the language support students need to meet them.

The takeaway

ELL describes the student; ESL describes the program. Whatever your district calls them, the same practices help: visuals, vocabulary, structured talk, sentence frames and high expectations. Find more classroom-ready ideas in our complete guide to ELL strategies.