Having reviewed several bodies of research, the authors provide 14 guidelines for educators to help English learners (ELs) make greater strides in learning English. These guidelines are: (1) Providing English Language Development (ELD) instruction is better than not providing it; (2) ELD instruction should continue at least until ELs attain advanced English language ability; (3) The likelihood of establishing and sustaining an effective ELD instructional program increases when schools and districts make it a priority; (4) A separate, daily block of time should be devoted to ELD instruction; (5) English learners should be carefully grouped by language proficiency for ELD instruction, but they should not be segregated by language proficiency throughout the rest of the day; (6) ELD instruction should explicitly teach forms of English (e.g., vocabulary, syntax, morphology, functions, and conventions); (7) ELD instruction should emphasize academic language as well as conversational language; (8) ELD instruction should incorporate reading and writing, but should emphasize listening and speaking; (9) ELD instruction should integrate meaning and communication to support explicit teaching of language; (10) ELD instruction should be planned and delivered with specific language objectives in mind; (11) Use of English during ELD instruction should be maximized; the primary language should be used strategically; (12) ELD instruction should include interactive activities among students, but they must be carefully planned and carried out; (13) ELD instruction should provide students with corrective feedback on form. (Based on hypotheses emerging from recent EL research); and (14) Teachers should attend to communication and language-learning strategies and incorporate them into ELD instruction. (Contains 93 endnotes and 2 footnotes.)