The English-only initiatives sweeping the United States are mainstreaming English language learners into content-area classes designed for native or fluent English speakers, with little, if any, English as a second language (ESL) support. This spells trouble for the ever-growing population of Latinos because ESL teachers are not likely to have the content experience necessary to work effectively with these students, and content-area teachers are not likely to have a background in second language acquisition. Many Latino students are low-income, experience gaps in their formal schooling, and attend overcrowded urban schools with limited resources. Effectively teaching these students means incorporating their funds of knowledge into the curriculum, encouraging them to use their knowledge of their home language to develop academic English, making them aware of content-area-related cognates, providing graphic organizers, incorporating input from multiple modalities, and encouraging students to engage face-to-face with one another to develop English literacy skills.