Language proficiency levels directly impact how instruction should be delivered to English Language Learners (ELLs). Effective vocabulary instruction for ELL students is a lot like teaching for students of all levels and needs to be explicit, intentional, and systematic (Northrop, et al., 2019).  Beginning and pre-emergent ELL students may require more real-world examples, visual aids, and repetition, to successfully gain an understanding of concepts. This can be enhanced by focusing on high-frequency words (also known as "sight words") as well as general academic words. Intermediate learners might benefit from academic content-area words, where vocabulary is related to specific subjects, allowing for connections to be made. Advanced ELLs can maneuver more difficult vocabulary and expressions; therefore, instruction can shift toward more developed academic vocabulary.