Why High School English Language Programs Fail: Prioritizing Grades Over Language Learning

Too often, English learners (ELs) in high school seem to be doing just fine—earning passing grades, staying on track for graduation, and moving through the system. But grades don’t tell the whole story. Many students struggle to use English in academic settings, despite passing their classes. This happens because schools often prioritize grades and content coverage over true language development, leaving students with diplomas but without the skills they need to succeed beyond high school.

I’ve seen this firsthand. Students placed in classes that are too difficult for their language level learn to rely on translation apps instead of actually developing English proficiency. They copy text from Google Translate, work with bilingual peers to complete assignments, or memorize answers without fully understanding them. This habit forms out of necessity—when a student is drowning in language they don’t yet grasp, survival strategies take over. But over time, this prevents them from actually learning English and leaves them unprepared for real-world communication.

On the other hand, I’ve also seen how grades create the illusion of progress. A student might pass their content classes because they work hard, turn in assignments, and get extra support from teachers, but that doesn’t mean they can write a structured argument in English or engage in academic discussions. I’ve met students who made it to graduation with strong GPAs but struggled to apply for jobs or communicate in college courses because their language skills weren’t developed alongside their academic knowledge.

If we want real success for ELs, we need to shift the focus from grades to language development.

1. Language Objectives Must Be Embedded in Content Classes

One of the most effective ways to ensure English learners develop language skills—not just content knowledge—is to require explicit language objectives in every lesson. Content teachers should not just teach their subject; they must also support students in acquiring the academic English needed to engage with that subject.

📌 Source: Echevarria, Vogt, & Short (2016) emphasize the importance of integrating language objectives into content instruction, as seen in the SIOP (Sheltered Instruction Observation Protocol) model. Additionally, Ellevation Education (2023) explains that strong language objectives help ELs access rigorous content by providing a clear roadmap for the language functions and vocabulary they need to succeed. (Read more here.)

Practical Steps:

• Every lesson should include a language objective that supports students’ ability to read, write, listen, or speak about the content.

• Teachers should use scaffolding strategies such as sentence frames, word banks, and structured discussions to help students meet these objectives.

• School leadership should provide training on how to develop and assess language objectives in all subjects.

2. Progress Monitoring Needs to Be a Meaningful Part of the English Language Program

Many schools rely on a once-a-year language proficiency test, such as the WIDA, to measure ELs’ progress. This approach is inadequate. True progress monitoring must include goal setting, ongoing formative assessment, and teacher feedback.

📌 Source: Black & Wiliam (1998) argue that formative assessment is one of the most effective ways to improve student achievement, especially when it includes clear goals and immediate feedback.

What This Looks Like in Practice:

• EL students should set personalized language goals and track them throughout the year.

• Schools should implement interim assessments that capture both academic and linguistic progress.

• Teachers can track overall language proficiency through video and voice recording tools.

• EL students should regularly be tracking their linguistic growth by listening to old voice recordings or writings, and reflecting on them.

• AI tools like Ari on AIR Lanaguage can be utilized to demonstrate language growth.

• One on one reading conferences can be implemented to give teachers a space to ask guiding questions and check off standards as students meet them.

3. Class Placement Must Balance Linguistic Ability and Academic Skills

One of the biggest mistakes in secondary ESL programs is placing students in classes based on either linguistic ability oracademic skills—rather than considering both. When students are placed only according to their English proficiency, they may miss out on rigorous academic instruction that challenges them and keeps them on track for graduation.

On the other hand, when placement only considers academic ability, students are often thrown into classes they cannot fully access due to language barriers. This can result in frustration, disengagement, and even higher dropout rates among ELs.

📌 Source: Verplaetse (2000) argues that both language proficiency and academic skills must be taken into account when placing English learners. The study found that ELs who were placed solely based on their linguistic ability often experienced academic stagnation, while those placed only based on content knowledge struggled with comprehension, fell behind, and in some cases, dropped out. The research emphasizes that an integrated approach—where ELs receive structured language support while continuing to develop academic knowledge—yields the best long-term outcomes.

Key Changes Schools Should Make:

• Create a balanced placement system that evaluates both language proficiency and academic history to ensure students receive appropriate instruction.

• Provide content-based ESL support so ELs can access rigorous coursework without being overwhelmed by language barriers. This could include sheltered instruction, co-teaching models, or bilingual programs.

• Avoid placing newcomers in courses they cannot meaningfully engage in (e.g., advanced science courses with dense technical language) while still ensuring they have access to grade-level content in a way that supports their language growth.

• Offer multiple levels of ESOL/ELD classes so students can continue developing their English while making academic progress.

• Monitor students’ progress through formative assessments and goal-setting to ensure placement decisions remain effective over time.

4. Schools Need More than One Level of ESOL/ELD Classes

Most high schools offer only one level of English support, even though ELs come in with a range of proficiency levels. Instead of lumping all students into a single ESOL class, schools need a multi-tiered approach.

📌 Source: Krashen (1982) highlights that comprehensible input—language that is slightly beyond a learner’s current level—is key to language acquisition.

Practical Steps:

• Expand ESOL/ELD courses to at least two or three levels (e.g., beginner, intermediate, advanced).

• Designate support classes for ELs in core content areas, such as sheltered science or math courses, so students can develop both content knowledge and language skills.

• Allow ELs to advance through language levels based on proficiency, rather than simply by grade level or time spent in the program.

5. Effective Programs Value and Leverage Students’ First Language

A strong English language program does more than just push students toward English proficiency—it recognizes and builds upon the linguistic strengths that students bring with them. Research shows that when schools value and support students’ first language (L1), they not only foster a sense of belonging but also enhance English acquisition and overall academic success.

📌 Source: Menken (2013) highlights that bilingual programs and school environments that validate students’ home languages lead to stronger academic performance and higher engagement among ELs. The study argues that disregarding a student’s first language in favor of an “English-only” approach hinders long-term success and can contribute to feelings of alienation.

Key Ways to Implement This Approach:

• Encourage bilingualism as an asset. Students should see their ability to speak another language as an advantage, not a deficiency.

• Implement bilingual support programs. Where possible, schools should offer dual-language instruction, heritage language courses, or at least opportunities for students to use their first language in academic settings.

• Train teachers to incorporate students’ L1 in learning. Even in English-medium instruction, allowing students to brainstorm, discuss, or take notes in their first language can improve comprehension and retention.

• Communicate with families in their home language. Valuing students’ first language includes engaging with their families in meaningful ways, ensuring parents have access to school information and resources.

6. A Structured Reading System in ESOL/ELD Classes Will Guarantee Growth

The single most effective intervention for language growth is a structured reading system within ESOL/ELD classes.Reading is the foundation of language acquisition, and without a structured approach, many ELs stagnate.

📌 Source: Nagy & Herman (1987) found that exposure to text significantly improves vocabulary acquisition and reading comprehension in second-language learners.

What This Looks Like in Practice:

• ESOL/ELD classes should include decodable texts and leveled reading materials that match students' current abilities.

• Students should engage in reading conferences where teachers track their progress and provide individualized feedback.

• Digital tools (such as AIR Language’s reading system) should be integrated to provide structured support and track measurable growth.

  
  
  
  

  

  
  
  
  

Fixing the System Requires a Language-First Approach

High school English learner programs will continue to fail students unless we prioritize language learning over grades.That means embedding language objectives in content classes, implementing meaningful progress monitoring, making thoughtful placement decisions, expanding ESOL levels, and integrating a structured reading system.

By shifting our focus from short-term academic survival to long-term language proficiency, we can finally give English learners the support they need to thrive—not just in high school, but beyond.