Teachers who are not well prepared for ELL students struggle to address their needs in the classroom: How can I teach the students if I don't speak their language? What do I do when the students don't understand? If myths and misconceptions about those learning a new language are accepted, the type and quality of instruction for ELL students can be adversely affected. Teachers who adopt an ecological approach take the initiative to learn how to address the needs of diverse learners in their mainstream classrooms. They don't expect the ESL teacher to "fix them" first. The success of students with limited English skills depends on regular classroom teachers, the author argues. She discusses a variety of methods for teachers to help students who are learning English while also helping them to meet high expectations. (Contains 12 endnotes.)