english learner & multilingual pathways

English Learner &English Learner &Multilingual Multilingual PathwaysPathways

English Learner Support ServicesEnglish Learner Support Services

World LanguagesWorld Languages / / Multilingual Multilingual EducationEducation

20082008

Program OptionsProgram Options

Program Program OptionsOptions

Core Pathways for English LearnersCore Pathways for English Learners (Dual Language (Dual Language Immersion, Biliteracy, English Plus)Immersion, Biliteracy, English Plus)

Intervention Pathways for English LearnersIntervention Pathways for English Learners ((Newcomer, Underschooled English Learner,Newcomer, Underschooled English Learner, Long- Long- term English Learner)term English Learner)

Multilingual Education Programs for All Other Multilingual Education Programs for All Other StudentsStudents

(Dual Language Immersion, Foreign Language in (Dual Language Immersion, Foreign Language in Elementary Schools, Secondary World Languages)Elementary Schools, Secondary World Languages)



Core Pathways for English Core Pathways for English LearnersLearners

Dual Immersion Language Pathway Dual Immersion Language Pathway Biliteracy PathwayBiliteracy Pathway English Plus PathwayEnglish Plus Pathway


Dual Immersion Dual Immersion Language Language PathwayPathway

Student Population:

• English Learners whose home language is Cantonese, Mandarin, Korean, or Spanish

• Bilingual students who speak Cantonese, Mandarin, Korean, or Spanish and English

• Heritage language students who themselves are English speakers but whose family background includes Cantonese, Mandarin, Korean, or Spanish

• Native English speakers who speak only English



Instruction:Instruction:

In kindergarten, 80:20 model in target language Percentage of English instruction increases year to year In fifth grade, 50:50 in target language/English At secondary level, two classes in target language ELLs: daily ELD at students’ proficiency level and

SDAIE strategies to access core curriculum



Language Requirements:

• District will assign an appropriate balance of English Learner students who are proficient in the target language (2/3 to 1/2) and fluent English speakers (1/3 to 1/2) per grade level and classroom

• The District will assess the student’s proficiency in his/her home language using primary language tests in Chinese and Spanish

• When practicable, the District will assess students who speak languages other than Spanish or Chinese for primary language proficiency


Biliteracy Biliteracy PathwayPathway

Goals for English Learners:Goals for English Learners:

Develop high levels of English and home Develop high levels of English and home language proficiency and literacylanguage proficiency and literacy

Develop high levels of academic competencyDevelop high levels of academic competency

Where Where Dual Language Immersion program placement isnot possible, the Biliteracy Pathway provides the mosteffective academic program for English Learners.



Student Population:Student Population:

Currently designed for English Learners who are native Currently designed for English Learners who are native speakers of Spanish , Cantonese, or Filipinospeakers of Spanish , Cantonese, or Filipino

When there are enough English Learner students who When there are enough English Learner students who speak another target language, a biliteracy pathway in speak another target language, a biliteracy pathway in that target language will be developedthat target language will be developed




In kindergarten, 80:20 model in target language

Percentage of English instruction increases year to year

In fifth grade, 50:50 in target language/English

At secondary level, two classes in target language

ELLs: daily ELD at students’ proficiency level and SDAIE strategies to access the core curriculum


English Plus English Plus PathwayPathway

Goal:Goal:

• The English Plus Pathway is designed to The English Plus Pathway is designed to ensure that English Learners develop ensure that English Learners develop English language proficiency and academic English language proficiency and academic competency.competency.




• English Learners from low-incidence English Learners from low-incidence languageslanguages

• English Learners whose parents do not enter English Learners whose parents do not enter a waiver because they want their children to a waiver because they want their children to be in an intense English instruction programbe in an intense English instruction program




• In English through Specially Designed In English through Specially Designed Academic Instruction in English (SDAIE)Academic Instruction in English (SDAIE)

• Daily ELD (at least 30 min.)Daily ELD (at least 30 min.)

• Support in home language where Support in home language where practicable practicable



Intervention Pathways for English Intervention Pathways for English LearnersLearners

Newcomer PathwayNewcomer Pathway

Underschooled Student Pathway (being developed)Underschooled Student Pathway (being developed)

Long-Term English Learner Pathway (being Long-Term English Learner Pathway (being developed)developed)


Newcomer Newcomer PathwayPathway

Goal:Goal:

To To help recently arrived immigrant English Learner students adjust to their new language and culture in a one year program (with the possibility of a second year as needed)




Recently Recently arrived immigrant students

Grades K-12 (2008-2009)



Instruction

Offered in English and either Cantonese, Mandarin, Filipino, or Spanish

Provides orientation and transition support

Primary language instruction in academic areas (when possible) at grade level

Intensive English Language Development



Multilingual Education Programs Multilingual Education Programs for All Other Studentsfor All Other Students

Dual Language ImmersionDual Language Immersion Foreign Language in Elementary Schools Foreign Language in Elementary Schools

(FLES)(FLES) Secondary World LanguagesSecondary World Languages



Goal:Goal:

Develop high levels of English and target language proficiency and literacy

Develop academic competency in the core curriculum through instruction in English and the target language




Standard English LearnersStandard English Learners Heritage speakers of the target languageHeritage speakers of the target language Native speakers of EnglishNative speakers of English English LearnersEnglish Learners




In kindergarten, 80:20 model in target language Percentage of English instruction increases

year to year In fifth grade, 50:50 in target language/English At secondary level, two classes in target

language



Language Requirements:

• District will assign an appropriate balance of students who are proficient in the target language (2/3 to 1/2) and fluent English speakers (1/3 to 1/2) per grade level and classroom

• The District will assess the student’s proficiency in his/her home language using primary language tests in Chinese and Spanish

• When practicable, the District will assess students who speak languages other than Spanish or Chinese for primary language proficiency


Foreign Language in Foreign Language in the Elementary the Elementary SchoolSchool

Goal:Goal:

To develop competency in a second To develop competency in a second language (Italian, Japanese, Russian, and language (Italian, Japanese, Russian, and Spanish)Spanish)

To become fully proficient in English To become fully proficient in English languagelanguage


Foreign Language Foreign Language in the Elementary in the Elementary SchoolSchool


All students includingAll students including

Standard English LearnersStandard English Learners Heritage speakers of the target languageHeritage speakers of the target language Native speakers of EnglishNative speakers of English


Foreign Language Foreign Language in the Elementary in the Elementary SchoolSchool


• Target language instruction varies from 30 - 60 Target language instruction varies from 30 - 60 minutes per dayminutes per day

• Instruction is three to five days per week and Instruction is three to five days per week and delivered in the target languagedelivered in the target language

• Curriculum is sequential, standards based, and Curriculum is sequential, standards based, and reinforces concepts taught in other content reinforces concepts taught in other content areasareas

• Curriculum integrates the target language and Curriculum integrates the target language and cultureculture


Secondary World Secondary World Language Language ProgramsPrograms

Goal:Goal:

• Develop academic literacy and social Develop academic literacy and social competency in a second languagecompetency in a second language

• Interact in real-world communication, both Interact in real-world communication, both written and spokenwritten and spoken

• Students may take College Board approved Students may take College Board approved Advanced Placement courses for Chinese, Advanced Placement courses for Chinese, French, German, Japanese, and SpanishFrench, German, Japanese, and Spanish




All students includingAll students including

• Standard English LearnersStandard English Learners• Heritage speakers of the target languageHeritage speakers of the target language• Native speakers of EnglishNative speakers of English



Instruction: Instruction:

• Content and pedagogy will differ if the students Content and pedagogy will differ if the students are native speakers or second language learners are native speakers or second language learners of the target languageof the target language

• Curriculum is sequential, standards-based and Curriculum is sequential, standards-based and connected to other disciplines by reinforcing connected to other disciplines by reinforcing concepts taught in math, science, and/or social concepts taught in math, science, and/or social studiesstudies

• Integrates the target language and its culture in Integrates the target language and its culture in authentic contexts to promote meaningful authentic contexts to promote meaningful communicationcommunication

english learner & multilingual pathways

Documents

english language proficiency

english learners newcomer

english plus pathway

underschooled english

spanishnative english

fluent english speakers

foreign language

high levels of english