Key ConsiderationsKey Considerations  School/District’s ELL Population  Size  Languages  number  dominant languages  State and Federal Regulations  Funding & Available Resources

Common Sub-GroupsCommon Sub-Groups  Migrant  “children of the harvest”  highly mobile  federally funded programs  Refugee  often SIFE (students with interrupted formal education)  “involuntary” migration  Immigrant  voluntary (e.g. joining families)  economic (better life)  documented and undocumented

Washington State PolicyWashington State Policy  State Transitional Bilingual Instructional Program (STBIP)  State law  “Uses two languages, one of which is English, as a means of instruction to build upon and expand language skills to enable a student to achieve competency in English.”  “Teaches concepts and knowledge in the primary language of a student, while the student also acquires English language skills”  “Tests students in the subject matter in English”  – only 10% of ELLs in WA received primary language instruction

Identification and Placement  Home language survey *  Washington language proficiency test within the first ten days  Beginning, Advanced Beginning, Intermediate, or Advanced are eligible for TBIP; transitional level isn’t eligible  Parents must be informed of program placement within 30 days

Program OptionsProgram Options  Districts choose a qualified program  Program criteria *

Dual Language (Two-Way Immersion or Two-Way Bilingual Education)  Language and academic content integrated  ELLs and non-ELLs together  Goals  High academic achievement  First and second language proficiency (including biliteracy)  Most effective model “when implemented with fidelity”

Developmental Bilingual Education (Late-Exit)  Enrichment program for ELLs  Uses both L1 and English  4 to 6 years  Goal  High academic achievement  Full academic language proficiency in L1 and English  Very positive outcomes when well-designed and implemented

Transitional Bilingual Education (Early Exit)  Most common form of bilingual education in U.S.  Academic instruction in L1 while students learn English then L1 support is removed  Usually 2-3 years  Modest outcomes – narrows achievement gap during period of L1 support than scores tend to decline; doesn’t tend to result in academic biliteracy

Sheltered Instruction or Content-Based ESL  Academic subjects taught in English with ELL support strategies  “Pure” form SI is with a class of all ELLs, though sometimes can be a mixed ELL/non-ELL class  Typical time in program – 2-3 years  Modest outcomes; inconclusive research

Newcomer ProgramNewcomer Program  Temporary initial support program  Short-term – often 1 semester to 1 year  “school within a school” or separate building  Goal  Core academic knowledge/skills  Help with adjustment and acclimation  Inconclusive research base

English as a Second Language  Goal: rapid English-language acquisition  Pull-out  Students are removed from regular classroom instruction for special ESL instruction by an ESL teacher  Push-In  Special ESL support is provided in regular classroom – e.g. bilingual aide or ESL teacher  Great variation in the nature of the support  Generally, weakest outcomes in the research

A Contrasting CaseA Contrasting Case  Arizona’s Structured English Immersion Model  Goal: “fluent English proficient” in one year  Beginning and intermediate ELLs  4 hours of ELD (30 min grammar; 60 min reading; 60 min vocab; 30 min writing)  English only  mandated-english-policy-under-fire-in-arizona mandated-english-policy-under-fire-in-arizona 