Academic language is a vital part of content-area instruction and is one of the most pressing needs faced by English Language Learners (ELLs). The fundamental challenge ELLs in all-English instruction face is learning academic content while simultaneously becoming proficient in English. Because of this challenge, the authors, as educators, do not know to what extent ELLs can keep pace academically with English speakers; nonetheless, their goal should be to make academic content as accessible as possible for these students and promote English language development as students learn academic content. This, the second article, deals with academic language and literacy in English. (Contains 1 table.) [For Part I, see EJ865402.]