Build Minimizing the Cognitive Workload of the Struggling English Learner There are over 5 million English learners in schools across the country, and most teachers are either already working with a few or will be soon. There seems to be an abundance of questions about whether one technique is more efficient or even more effective than another. Often, in our quest to find the perfect program or approach, the instruction given to the student is never adjusted and misses the mark entirely. We know there is a significant variability factor to consider when working with English learners. Most importantly, however, we must remember that English learners must do double the cognitive workload. Our English learners must learn content as they build vocabulary, add to their background knowledge, and, most importantly, learn a rather complex orthographic system. This session will briefly focus on the cognitive workload our English learners' experience, especially those struggling with learning difficulties, and the importance of a robust linguistic knowledge base that a teacher should possess. Antonio A. Fierro Vice President of Professional Learning and Academics, 95% Group