A growing number of students in U.S. classrooms have spent more than five years in U.S. schools but have not yet attained fluency in English. These students account for 30 percent to 70 percent of English learners, and most have been in U.S. schools since kindergarten. Through research and their own experiences, Jana Echevarria, Nancy Frey, and Douglas Fisher have found a variety effective practices that can lead these students to fluency in English. These strategies can be divided into four areas: Access--The core curriculum needs to be made accessible to English learners through such strategies as differentiated instruction, teacher modeling, and visual representations of content. Climate--The classroom and school environment needs to show that diversity in culture and language are valued. Expectations--Students should be expected to complete rigorous grade-level work, with supports. Schools should foster students' aspirations by exposing them to a variety of career and college choices. Language instruction--Students should receive explicit instruction in academic English, even after they have become proficient in spoken English. The authors note that these four areas are equally important and interdependent and that educators need to consider all four areas if they are to help English learners succeed.