For many children English is not the first language of the home. Children who are learning the English language are referred to as English Language Learners (ELL).

However, speaking more than one language is a gift, not a deficit.

Just because a child is learning English does not mean that he or she will struggle with the process of learning to read.

Encouraging children to be proud of their language abilities is the first step to assisting them to become proficient in a second language.

We can support their developing proficiency of English by finding out as much as we can as we talk to them.

Children who do not speak much English may be quiet, but that does not mean they cannot learn another language with amazing speed.

However, they learn best through lots of meaningful talk with those that speak the language they want to learn.

Expertly guided conversations are critical to developing language. While in conversation with ELLs, use real objects that can be handled.

Using pictures of things that are real and familiar and simple books with clear pictures that show lots of information is crucial.

It is helpful to keep in mind a few principles in working with children learning English as it relates to literacy.

Talk with the children a lot! Use pictures, gestures and concrete objects to make yourself understood.

For example, if you say, "I am so hungry" rub your stomach, lick your lips and look eagerly at pictures of food. Cut pictures out to illustrate the concepts you are speaking about.

When a child responds with a single word or phrase, use the word or phrase in a complete sentence so that the child learns how to express him or herself more completely.

For example, when Jose says, "pencil'" pointing to a pencil that needs sharpening, you might say, "Your pencil needs to be sharpened. Let me show you how to sharpen your pencil."

Choose books with simple, repetitive, natural language that will make sense and allow the child to learn to use the language.

These patterns include: "This is …", "Here is … ", "I can …." or "I see …".

Read books that will introduce new words.

Look for books that feature clear pictures with labels: We go to the park, we run on the grass, jump on the trampoline, climb the bars, and so on.

Look for inviting pictures and glue them on posters or in blank book pages.

Label them with simple phrases or sentences. "Here is a bowl of ice cream." "I am drinking milk."

Find books the child loves to read and read them again and again.

In this way, you will build the language and give every opportunity for the learner to understand the books and develop confidence.

It also helps to read books with repetitive sentences.

Discover as much as you can about the child's first language and culture.

The more that is understood, the more effective we can be in bridging many of the gaps in concepts that are differently understood.

Careful book introductions are key to helping children learn English as a second language. There may be awkward language structures in books that need to be explained like: "Home we go now". "Away went the ball".

These structures are unlikely to be used in normal speech and should be explained prior to having the text read.

Use the awkward language structure during your book introduction as you are chatting with the child before he begins to read.

Be sure to give examples of meaning in and out of the text.

The English language contains many irregular and advanced verb tenses and many English language learners do not have these verb forms as part of their oral language.

For example a sentence like "The balloon blew away" may be read by the English language learner as "The balloon blowed away".

It is important to help children notice and practice the new verb structures orally, and provide examples in and out of the story.

Another key issue is vocabulary that is known but used in a new way. It is common for English language learners to know a word in one way but lack experience with that same word in another context.

For example: "The mouse was pleased that the lion let him go". The word pleased may be understood as asking for something politely but not known as a verb.

English language learners may also have knowledge of concepts but not labels to attach to them.

For example, an English language learner may know about breakfast as a special time of day when we eat certain foods, but may not have the label to attach to it.

So it is important that we provide explanations with the labels as we build the new vocabulary.

The same must be considered for unknown words and unknown concepts. English language learners may not know the English label or the meaning of the concept.

If they are reading about 'a three-legged race', it would help to give them the actual experience of that concept by having them participate in a three-legged race.

We must give them opportunities to learn both meaning and concepts through direct opportunities to experience the vocabulary they are learning.

Lastly, as English is filled with statements with multiple meanings, we must be sensitive to introduce these to English language learners while they are reading stories.

For example, "you are pulling my leg" or "go fly a kite" are better understood in the story context they are written.

Teaching double meanings in isolation of where they are being used may not help with learning the meaning of the phrase.

Most importantly, value what the child knows. Children know a lot but when learning another language many not be able to express what they know.

Providing individual support and attention will make a big difference for children learning English as a second language.