English language learners represent the fastest growing segment of the U.S. school-age population, raising the question of how best to teach this new and challenging group of students. The research and scholarly literature has identified a number of instructional strategies and classroom practices that have been shown to be effective in teaching students with limited proficiency in English. The purpose of this article is to highlight these evidence-based teaching strategies so that family and consumer sciences teachers will be better prepared to meet the needs and enhance the learning of English language learners in their classrooms. (Contains 1 online resource.)