The purpose of this study is to determine how experienced teachers best work with culturally and linguistically diverse students. This study illustrates the strategies that experienced teachers have found most effective. School diversity in the United States is increasing every year. This means that there are more and more students learning English, English Language Learners (ELLs). This article starts from the point of view that each child must be informed of their specific needs. All students deserve a fair opportunity to learn. Equitable means that each student is treated differently, not the same. Every student learns differently. In order to give every student a fair chance to learn, you must teach them according to their needs. Tiffany, an experienced teacher, describes her experiences working with culturally and linguistically diverse students. This study examines his methods and discusses what works based on analysis of his student success data. Several key ideas are crucial to understanding how to best teach young ELL students. The first idea is the importance of recognizing ELLs' feelings of isolation and alienation. When a teacher recognizes this, they are more able to help the student feel part of the class. The student will have difficulty participating if he does not feel like he belongs among the other students. There is not only a language barrier, but also socio-cultural differences that prevent them from feeling accepted. Tiffany highlights the importance of recognizing this issue and being aware of it during classroom activities. She suggests that you gain a thorough understanding of their cultural, not just “tourist” background. Communication with parents is very... middle of paper ......r they all had received the same language instruction. for three years (kindergarten, first and second grades). These results conclude that English proficiency at school entry does not matter. A good early literacy program works for both L1 students and ESL students who enter school at kindergarten age. Students at this age are very likely to learn new languages ​​quickly. The ESL children struggled in kindergarten, but by second grade they had caught up and were on track with the L1 students and some of them were even outperforming the L1 students. Metalinguistic awareness increased in ESL students, so their phonics also increased and they performed higher than some L1 students. It is proven that students who know multiple languages ​​from an early age perform better in both languages ​​than students who only know one language..