FABRIC - A Learning Paradigm for ELLs

Educating students who still are acquiring English proficiency can be complex in an age of high stakes evaluations and assessments as well as college and career-ready standards. English language learners (ELLs) are not monolithic in their educational background, cultural experiences, and ability to adapt to learning environments. However, through well-planned instruction, ELLs can attain challenging academic standards. There are many factors to consider when educators work to equip students with the skills for rigorous, academic learning.

Foundational Skills

Students learn by building their understanding of foundational content, phonics, vocabulary, language structures, comprehension skills, and technology so that they are able to access grade level material.

Academic Discussions

Students acquire academic language skills by interacting frequently in real-world discussions that enable them to use content vocabulary and language structures.

Background Knowledge

Students learn new content by using their existing knowledge, academic competencies, and prior experiences.


Students learn by using scaffolds and strategies that lower the language complexity of the content they experience in the classroom.

Individualized Assessment

Students learn through instruction that is informed by formative and summative assessments. For assessments to provide the most useful information, they need to be in the students’ dominant language and/or at the students’ level of proficiency in reading, writing, listening, and speaking.


Students learn in school environments that value the richness of diverse perspectives and cultivate cross-cultural knowledge and awareness.

Welcome …

The New Jersey Department of Education (NJDOE) has collaborated with educational professionals, school leaders and other stakeholders to create this dynamic suite of online learning resources to support the professional development of New Jersey educators.

Contact Information


SRI&ETTC Stockton University

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