Racie Allen of the Burns and Allen comedy team was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words. When trying to assist in the education of English language learners, they usually have many concepts and language skills that they need to master, as do the teachers who are trying to teach them. By incorporating the concepts and approaches to identifying and evaluating issues and concerns that we have learned during classroom teaching, such as lesson preparation, building background, and understandable input, we can truly teach our future students English-speaking all the right moves. with all the right words. One of the first challenges ELL instructors face is identifying and evaluating their students' learning abilities in the classroom. Traditional identification tools designed for English speakers may not be valid for English language learners. Identification of English language learners with special needs should include consideration of several factors, such as family history, developmental and health history, first language and literacy development, prior educational attainment, and current students' academic ability, to name a few. Learning any language is affected by learning disabilities, but second language learners with special needs present additional educational challenges. According to the British Columbia Ministry of Education, Skills and Training (Fowler & Hooper, 1998), instructors of English language learners with special needs should consider the student's cultural, developmental, and first language backgrounds. They should also do the following: (1.) Provide a highly structured learning environment; (2.) Focus on contextual learning; Build on students' prior knowledge; (4.) Provide constant review; (5.) Simplify the language; (6.) Develop other skills as you develop English. The use of standardized tests to identify and evaluate the progress of English language learners with special needs is problematic. Typically designed for native speakers of English, many assessment tools do not reliably assess speakers of other languages ​​because they ignore differences between linguistic and cultural groups (Schwarz & Burt, 1995). The assessment of English language learners with special needs should...... half of the paper ......and take into account the characteristics of young English language learners and their language development, the learning conditions that are most effective for these students, and the types of teaching that best meet their needs. Bibliography De Houwer, A. Two or more languages ​​in early childhood: some general points and practical recommendations (ERIC Digest). Washington, DC: ERIC Clearinghouse on Languages ​​and Linguistics. (1999) Echevarria, J. Teaching Language Minority Students in Elementary Schools (Research Brief No. 1). Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity and Excellence. (2003) Fowler, J. and Hooper, H.R. ESL students with special needs in British Columbia: identification, assessment and programming. British Columbia: British Columbia Ministry of Education, Skills and Training. (1998) Peterson, J. Michael and Hittie, Marie Michael. Inclusive teaching: Creating effective schools for all students. Pearson Publishing. (2003) Schwarz, R. and Burt, M. ESL instruction for the learning of adults with disabilities. ERIC collection. Washington, DC: National Center for 379 966) (1995)