· Assist English learners in gaining complete competence in English as easily and efficiently as possible, so that they can compete with native English speakers.
· Ensure that English learners follow the same stringent grade-level academic expectations as all students within a reasonable amount of time.
Meeting these two objectives would help close the gap in accomplishment that distinguishes English learners from their native peers who speak English. All English learners receive designated and integrated English language development (ELD) instruction targeted to their English proficiency level, as well as suitable academic instruction in a language acquisition program, in order to achieve these goals.
The following are examples of program options, although they are not exhaustive:
- Dual-Language Immersion Program (DLIP): A classroom environment that offers language learning and academic instruction for native English speakers and native speakers of another language, with the goals of high academic achievement, first and second language proficiency, and cross-cultural comprehension.
- Transitional or Developmental Program: A classroom environment for English learners that offers literacy and academic instruction in the pupil's native language, allowing an English learner to gain English proficiency and academic mastery of subject matter content as well as higher order skills, such as critical thinking, in order to meet state-adopted academic expectations.
- Structured English Immersion (SEI) is a classroom environment for English learners in which virtually all classroom instruction is provided in English, but with a curriculum and presentation customized to ESL students. English learners will receive a standardized English immersion curriculum at the very least.
Although English learner data are collected for 75 language groups, 93 percent speak one of the top ten languages in the state:
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