Factors such as age of entry into the United States, age of entry into school, previous educational background, and type of program in which they are enrolled all influence English learners' ability to succeed in these classes. Science and math teachers often find that English proficiency varies widely among English learners. For this reason, the question of what and how to teach becomes critical. Depending on the English skill level of the class, instructors may need to teach in their students' native language or use a sheltered instructional approach in which they help children acquire content and develop English language skills at the same time. Science and math teachers need to be aware that much of the language used in interpersonal communication differs from the language used in education and that children may be more proficient in one than the other.
Social language is the language used to converse with a friend or to complete routine tasks.
In contrast, academic language is the language of subject-matter discussions and textbooks. Although children may appear proficient in their ability to engage in daily conversations in English, they may have difficulty understanding or using English when reading textbooks, writing papers, or engaging in other academic learning activities. Science and math teachers should understand that it may be a long time before the English learners perform on a par with the native English speakers in their classes. The development of academic language skills is further complicated by the specialized language or register characteristic of science and math disciplines. Teachers should familiarize children with this specialized language so that they can recognize and use it successfully in science and math courses.