International Journal of Education and Social Science (IJESS)

This paper discusses limited English language proficiency and literacy skills of students who are not proficient in the English language. It outlines information about comprehensible input and scaffolding along with ESOL instructional approaches and language strategies. This paper theoretical foundations of second language acquisition of students attending a Higher Education Institution (HEIs). A summary of various instructional strategies and approaches aligned with curriculum, instruction and assessment to educate students at HEIs. The emphasis providing teachers with strategies to integrate language and academic content in the mainstream classroom for limited English proficient students reading, writing, speaking and listening skills, academic English, and social skills necessary for students to succeed in HEIs.