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Problems for learners in Guadalupe english language learners (ELLs) face a wide array of difficulties, even when learning in the united states. Guadalupe Valdes is the author of a book entitled Learning and Not Learning english. A major theme of Valdes? findings as a result of her research is that schools in the Unites States are failing to teach ELL students effectively. english acquisition cannot be left to the individual student and therefore, schools must find more effective ways of teaching valuable language acquisition skills in order for students to succeed. It also became quite obvious to Valdes that teachers must be trained properly in order to effectively teach ELL students. After observing students in different classes for two years, Valdes wrote about the problems she witnessed within the classroom and the recommendations that she believes would improve ELL learning. One of the main issues Valdes observed was that most classes did not give students the necessary content knowledge required for mainstream classes. Students were often given watered down content material. For example, in one of the ESL classrooms, the teacher had her mainstream students create a project where all the students were engaged and learning from their work. Afterwards, she had her mainstream students come to the ESL classroom and how the ESL students their finished projects. The ELL students were asked to memorize the words on the project boards. The mainstream students were the ones learning real content while the ELL students were simply asked to take part in remote memorization. The ELL students were not being challenged or interacting as they should have been. Explicit attention needs to be placed on the necessary skills required for these students to acquire english. Another major finding of Valdes? was that after graduating high school, one of the ELL students was forced to take not-for-credit ESL classes at a community college. Her comprehension was excellent, but her slightly flawed english tagged her as a non-native speaker. Valdes recommends that schools should end the revolving door policy. ELL students are constantly placed back into ESL classes because they are thought to have many flaws in the english language. ESL teachers believe that they are ready to be placed in mainstream classes, while mainstream teachers believe that ELL students still belong in ESL classes because they need more grammar and spelling instruction to make their language stronger. The problem with strictly ESL classes is that ELL students are not given the chance to practice the language with mainstream students and excel in reading and writing. Valdes? observations, along with numerous others she makes throughout her book, relate to ELL learners in any situation. It is imperative for all educators to find the right balance between conducting ESL style classes and maintaining interaction between ELLs and native english speakers. More needs to be done to ensure that english language learners are constantly being challenged and that they continue to progress in their studies.