Chapter 2: Language Acquisition Programs

Instructional Settings for English Learners

The district will offer the following program options to English learners: (1) Accelerated Language Academy (ALA) [Structured English Immersion (SEI)], (2) English Language Mainstream (ELM), and (3) Dual Language Immersion (DLI). Each of these options is designed to ensure that students acquire English language proficiency and have full access to grade level content standards. 

All options contain the following required components:

• Well-articulated, standards-based and researched-based differentiated designated English Language Development (ELD) instruction, specifically designed for ELs.
• Well-articulated, standards-based differentiated instruction in the core curriculum, featuring primary language support, front loading of language and/or background, and/or Specially Designed Academic Instruction in English (SDAIE) Specially Designed Academic Instruction in English (SDAIE) A methodology used by teachers to make the academic content comprehensible to English learners. using Research-Based Lesson Design Research-Based Lesson Design A model of Explicit Direct Instruction accompanied with English Learner scaffolds or strategies that make the content comprehensible for students when introducing new skills or concepts.
• Instruction in social emotional learning.

English Language Programs

TK–6 Accelerated Language Academy [Structured English Immersion (SEI)]

This model provides instruction for all subjects in English for students at an Emerging or Early Expanding ELPAC level. The goal of the Accelerated Language Academy [Structured English Immersion program] is for emergent bilinguals with beginning or somewhat developed oral language proficiency to attain well developed oral language proficiency in English. Students will be taught subjects primarily, but not exclusively in English. English learners will receive daily, differentiated Designated ELD instruction. While students will be instructed in all California Common Core English Language Arts Standards, emphasis will be given to the standards in the language and listening/speaking strands.  Access to core content is accomplished through instructional strategies using Specially Designed Academic Instruction in English (SDAIE) Specially Designed Academic Instruction in English (SDAIE) A methodology used by teachers to make the academic content comprehensible to English learners. techniques to enable English learners to gain access to grade level subject matter in mathematics, language arts, social studies, science, visual and performing arts, physical education, and other subjects. Instruction may include primary language support to motivate, clarify, direct, support and explain.

Type of Setting	Program Recipients	Program Elements	Staffing
Accelerated Language Academy (Structured English Immersion) (SEI)	Emergent Bilinguals with Emerging and Early Expanding Oral language ELPAC scores.	Core instruction taught primarily in English with primary language support.SDAIE (Specially Designed Academic Instruction in English) strategies to access core curriculum* Instruction provided in all ELA standards with emphasis given to Language and Speaking/Listening StandardsAll content lessons incorporate Integrated ELDDaily, differentiated Designated ELD instruction, minimum 30 minutes per dayDesignated ELD instruction emphasizes listening and speaking.Lessons that teach a new skill or new concept use Research-Based Lesson Design.	All teachers must be appropriately certified with a CLAD or equivalent ELD certificationThe assignment of a BCLAD teacher is the best method for providing primary language supportPreference is for a BCLAD teacher, or for a CLAD teacher who is bilingual/biliterate

Special Support Options for Emergent Bilinguals in the Accelerated Language Academy Programs:

• Additional ELD Instruction
• Specialized instruction by personnel with literacy and EL expertise
• Flexible grouping of students
• Participation in Benchmark, Strategic, and/or Intensive interventions
• Other appropriate services

TK–6 English Language Mainstream Program (ELM)

This model is designed for students with Expanding and Bridging oral language fluency (ELPAC); it provides all instruction in English with additional and appropriate services. All Emergent bilinguals will receive daily, differentiated Designated ELD instruction. Specially Designed Academic Instruction in English (SDAIE) is a major feature of this program and may include primary language support.

English Language Mainstream program teachers are responsible for providing SDAIE instruction to access core subjects so that the content knowledge is comprehensible to the student.

Type of Setting	Program Recipients	Program Elements	Staffing
English Language Mainstream (ELM)	Emergent bilinguals with Expanding and Bridging oral language proficiency scores on ELPAC.	Core instruction in English with primary language support as needed. SDAIE (Specially Designed Academic Instruction in English) strategies to access core curriculumELA instruction provides a balance among reading, writing, language, and speaking/listening standardsAll content lessons incorporate Integrated ELD.Daily, differentiated Designated ELD instruction, minimum 30 minutes per day.Lessons that teach a new skill or new concept use Research-Based Lesson Design.	All teachers must be appropriately certified with a CLAD or equivalent ELD certification

Special Support Options for Emergent Bilinguals in ELM Programs:

• Specialized instruction by personnel with literacy and EL expertise
• Flexible grouping of students
• Participation in Benchmark, Strategic, and/or Intensive interventions
• Other appropriate services

Dual Language Immersion Program (TK–6)

The goal of this program is to develop biliteracy in English and another language. This model is an option designed for English learners at all levels of English proficiency whose primary language is the partner language, native English speakers, as well as students of other language backgrounds who meet the DLI Program Admissions Requirements (See Appendix A).  The Dual Language Immersion Program is designed to teach all students the core curriculum in English and in another language. In addition, English learners receive daily, differentiated Designated ELD instruction and SDAIE. English learners and English Only/Fluent English Proficient students are mixed in the same classroom and receive instruction in both languages. Content subjects in the first years are taught primarily in the partner language. The percentage of instruction in English increases each year until 50% of the instruction is in English and the other 50% is in the other language beginning in Fourth Grade and continuing through Sixth Grade. Research studies have shown that students in Dual Language Immersion programs since Kindergarten or First Grade become proficient in language proficiency in both languages (Lindholm-Leary, 2005). 

Type of Setting	Program Recipients	Program Elements	Staffing
Dual Language Immersion	• Students meeting DLI Program Admissions Requirements (Appendix A) • Native speakers of the partner language • Native English-speaking students • Fluent English Proficient students (of any primary language) • Students whose native language is a language other than English or the partner language	Core instruction taught in English and partner languageSDAIE (Specially Designed Academic Instruction in English) strategies to access core curriculum in English and the partner languageAll content lessons in English incorporate Integrated ELD.Primary language (L1) support as neededDaily, differentiated Designated ELD instruction, minimum 30 minutes per dayLessons that teach a new skill or new concept use Research-Based Lesson Design	All teachers must be appropriately certified with a BCLAD or equivalent certification

Special Support Options for English Learners in Dual Language Immersion Program:

• Specialized instruction by personnel with literacy and EL expertise
• Flexible grouping of students
• Participation in Benchmark, Strategic, and/or Intensive interventions
• Other appropriate services

Primary Language Instruction vs. Primary Language Support

Primary Language Instruction

Primary language instruction consists of directed lessons, as well as student participation, in and through the primary language. This instruction makes use of grade-level materials in the primary language (textbooks, audio-visuals, electronic media, and other resources) that meet state content standards. Assignments and assessments are in the primary language. Primary language instruction is used in the Dual Language Immersion Program as the primary method to provide access to the core curriculum. For students in these programs, especially those at the Emerging Level of English acquisition, primary language instruction is an important resource that assists students to master grade level standards in the content areas while they are acquiring English. For students in the Dual Language Immersion Program, primary language instruction is both an avenue to meeting grade level standards and a means of continuing to build full literacy in that language. During periods of primary language instruction, some relatively minor amount of review may be done in English. For example, during lessons in the primary language, some English may be used to illustrate cognates or to make connections with other content studied, but teachers should take care to avoid code-switching (mixing of languages).

Primary Language Support

Primary language support is not the same as primary language instruction. It does not include directed lessons, assignments, or assessments in the primary language. This support is a means of increasing access to core curriculum taught in English or the partner language, and of assisting the student to tap prior knowledge, transfer skills, use cognates, etc. Primary language support is used to motivate students, and also to clarify, direct, support, or explain concepts. Even where daily primary language support cannot be provided by bilingual staff, teachers are encouraged to make use of various materials and resources to ensure that all primary language support tools are available to students and their families. Classroom libraries should be stocked with fiction and non-fiction books in the primary language. Students should be encouraged to take home materials in the primary language that they can review with parents and other family members. In addition, when 15 percent or more of the school’s students are speakers of the same language, schools must translate all materials for parents into the primary language (see Chapter Five).

English Language Development

Each English learner receives a comprehensive program of Integrated and Designated English Language Development (ELD) in order to develop proficiency in English as rapidly and as effectively as possible. ELD lessons are appropriate for students’ identified levels of language proficiency. ELD lessons reflect curriculum, materials, and approaches that are designed to promote English learners’ acquisition of listening, speaking, reading, and writing skills in English. ELD is designed to facilitate the acquisition of the linguistic competencies that most native English speakers possess when they enter school and continue developing throughout life.

Overview of Designated English Language Development (ELD)

The English Language Development (ELD) component of all instructional program models is research based and recognizes that the acquisition of English as a second language is a developmental process. Research recognizes that no two students will develop proficiency in English at the same rate. In most cases, Basic Interpersonal Communication Skills (BICS) Basic Interpersonal Communication Skills (BICS) Language used in everyday social interactions. appear long before Cognitive Academic Language Proficiency (CALP) (Cummins, 2003). Time and explicit direct instruction of academic language are necessary for this development to occur. It may take EL’s five to seven or more years to achieve academic English proficiency comparable to that of their native English-speaking peers. Each English learner will develop at his or her own pace, depending on a multitude of environmental, personality, learning and educational factors. 

ELD is a component of all instructional programs designed to serve the needs of English learners. Furthermore, ELD is taught using a specific curriculum based on the ELD Standards that addresses the teaching of the English language according to the level of English proficiency of each student. The purpose of ELD is to teach English learners to communicate effectively in English. ELD provides the language foundation for literacy (reading and writing). The shared goal is to assist students in developing skills to develop cognitive academic proficiency in English. 

Designated ELD must be a part of the daily program for every English learner. Law requires that each EL receive ELD instruction as part of their core curriculum. ELD must be a planned, specific, intentional, and explicit component of the total education of each English learner. Whenever possible, Designated ELD instruction is comprised of lessons that teach linguistic skills in English that students will apply in content instruction (i.e., into content instruction) or lessons of linguistic skills in English that were identified as a need as a result of content instruction (i.e., from content instruction).  There is no maximum amount of time for a student’s ELD. However, it is mandatory in our district that each EL receives a minimum of 30 minutes of Designated ELD per day.

Conditions Favorable to Acquiring Language

Various conditions help facilitate second language development. Language is comprehensible to the English learner when:

• It is in context
• It has real-life purpose 
• Prior knowledge is activated 
• Background knowledge is accessed and developed 
• The affective filter is low 
• Risk-taking and approximations are encouraged 
• Students are provided immediate, supportive, corrective feedback in language errors 
• Input is comprehensible through contextualization (e.g. the use of real objects or “realia,” props, visuals, facial expressions, and/or gestures)

The delivery of ELD instruction is also a critical factor in ensuring student success. In AESD, the delivery of ELD instruction includes frequent checks for understanding, providing immediate corrective feedback, use of visuals every 60-90 seconds, having students articulate every answer through strategies such as pair share and choral response.

English Language Development (ELD)

The California Common Core ELD Standards California Common Core ELD Standards The new standards for English Language Development (ELD) instruction approved by the state of California during the 2012-2013 school year. These standards define English language development instruction. provide expectations and descriptions of achievement at the Emerging Emerging Students at this level typically progress very quickly, learning to use English for immediate needs as well as beginning to understand and use academic vocabulary and other features of academic language. , Expanding Expanding Students at this level are challenged to increase their English skills in more contexts, and learn a greater variety of vocabulary and linguistic structures, applying their growing language skills in more sophisticated ways appropriate to their age and grade level. , and Bridging Bridging Students at this level continue to learn and apply a range of high‐level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts. The “bridge” alluded to is the transition to full engagement in grade‐level academic tasks and activities in a variety of content areas without the need for specialized ELD instruction. levels for English learners. The California Common Core ELD Standards address skills English learners must acquire in initial English learning to enable them to become proficient on the California Common Core Standards. 

The California Common Core ELD Standards are designed to supplement the ELA Standards to ensure that English learners develop proficiency in both the English language and the concepts and skills contained in the ELA Standards. The CA Common Core ELD Standards integrate collaborative, interpretive, and productive communicative modes with language processes as a guide for teachers to plan instruction that meets the needs of English learners across the curriculum. A number of assessments are used to track our students’ progress through the CA Common Core ELD Standards. These assessments include, but are not limited to, the following:

Curriculum embedded assessments

• Teacher created assessments aligned with the California Common Core ELD Standards California Common Core ELD Standards The new standards for English Language Development (ELD) instruction approved by the state of California during the 2012-2013 school year. These standards define English language development instruction.
• ELPAC
• ADEPT ADEPT A valid and reliable oral language development assessment aligned with the CELDT.
• Writing samples

Prioritizing English Language Development

Other services (e.g., pull out programs) provided to EL students will work around Designated ELD instruction whenever possible.

Accessing the Core Curriculum in Content Areas

It is essential that English learners also access well-articulated, standards-based core curriculum instruction. In the Accelerated Language Academy Accelerated Language Academy A program model with a structured English immersion instructional setting designed for students with less than reasonable fluency in English and English Language Mainstream English Language Mainstream A program option designed for students with reasonable fluency in English. settings, the core instruction in all subjects is taught primarily in English with SDAIE (Specially Designed Academic Instruction in English) SDAIE (Specially Designed Academic Instruction in English) A methodology used by teachers to make the academic content comprehensible to English learners. strategies and primary language support as needed. Primary language support can be used as appropriate to further motivate, clarify, direct, support, and explain.

English learners enrolled in the Dual Language Immersion Dual Language Immersion A program option whose goal is to build bilingualism and biliteracy. Content subjects in the first years are taught primarily in Spanish. The percentage of instruction in English increases each year until 50% of the instruction is in English and the other 50% is in Spanish beginning in Fourth Grade and continuing through Sixth Grade. program whose primary language matches the partner language receive full access to grade-level core curriculum by means of direct instruction in their primary language and in English, using SDAIE approaches, as appropriate to their levels of English language proficiency.  English learners enrolled in the Dual Language Immersion program whose primary language does not match the partner language receive instruction using SDAIE approaches in both English and the partner language, as appropriate to the levels of English language proficiency and the levels of the partner language proficiency.

What is SDAIE?

English Learners access the core curriculum through classes that “ scaffold scaffold A support or strategy provided at a rigorous academic level making instructional input comprehensive. ” the curriculum via Specially Designed Academic Instruction in English (SDAIE). A scaffold is a support or strategy provided at a rigorous academic level making instructional input comprehensible. SDAIE is an approach to teaching grade-level content using English or the partner language as the medium of instruction with special strategies and techniques geared to help students access the core curriculum. SDAIE is:

• Purposeful, intentional, and explicit contextualized instruction (e.g. non-verbal language, visual support, realia, graphic organizers, oral/verbal amplification)
• Task-based instruction, because it allows students to work with concepts and the language of those concepts in a variety of ways (e.g. via reframing, where students can act, draw, or map out the concepts, or use poetry, song, chant, etc.) 
• Grade-level content instruction in English or the partner language designed for English learners 
• Facilitating English learners in accessing the same core curriculum as that of English only students 
• Language-sensitive and culturally sensitive content teaching 
• Developed through comprehensible language 
• Making accommodations in the learning environment so more students are able to access the content 
• An ideal place to use language for communication 
• A natural vehicle through which to teach English 
• Good language teaching when the input is made comprehensible 
• Instruction encouraging the active use of language and the emphasis on big ideas 
• Instruction that allows the teacher to check for understanding frequently using interactive strategies 
• Integrating assessment in an ongoing and formative manner through observations, portfolios, journals, and product-development 
• Built-in language modifications such as pause time, questioning, pacing, and highlighting

Gifted and Talented Education (GATE)

Anaheim Elementary School District is committed to ensuring equity in the Gifted and Talented Education (GATE) program. The district ensures equal access to all English learners through the identification, referral process, testing and teaching methodologies in the GATE program. It is the intent of the GATE program to place a special emphasis on identifying students from varying backgrounds. Multiple criteria are used to ensure that giftedness and talent are not overlooked as a result of a lack of English proficiency or among students who may not be experiencing academic success. All second grade students will participate in GATE identification testing unless parents specifically request to opt-out. Students in additional grades will be tested per teacher or parent written request. Site administrators and school psychologists will work with school staff and parents to inform all stakeholders about the GATE referral process, testing process, and GATE services. The site administrators monitor GATE services.  All English learners participating in the GATE program must continue to receive  Integrated and Designated English Language Development and instruction that provides access to the core curriculum. All GATE requirements must adhere to the Federal Program Monitoring (FPM) regulations and local board policies.

Commitment to Special Education Services

English Learners have access to Special Education services just as all other students in the district. Careful review by the Student Success Team of all referrals takes place first. This review includes SST referral forms, modifications and interventions, review of student records, verification of current hearing and vision testing, and a parent interview as well as an interview with the student, if age appropriate. This review is required to determine if Special Education assessment is needed and to determine if student performance is reflective of expected patterns of the student’s second language acquisition based on schooling, time in this country, and growth being made (please see Table 5.3  EL Expected Progression and Growth Targets). If it is determined that an English learner needs to be assessed, testing will be initiated upon parent’s written approval. When appropriate and feasible, assessments will be conducted in the primary language of the student, English, or both, ensuring that cultural and linguistic differences are taken into consideration when determining eligibility. 

Instructional decisions related to the student’s language acquisition status must be considered within the Individualized Education Plan (IEP) Individualized Education Plan (IEP) A plan that specifies the goals, objectives, and programs offered for a special education student. It also identifies the learning disability. . When students qualify for special education services, linguistically and developmentally appropriate goals and objectives are written based on the student’s needs. 

To the extent that the student’s English learner program relates to the student’s special education services, the IEP must document the provision of these services. English learners in grades TK–6 with an IEP, as reflected on ELPAC sub-scores in listening, speaking, reading, and/ or writing, continue to receive English Language Development (ELD) English Language Development (ELD) Systematic, daily, leveled, standards-based instruction in the English language for students who have been identified as English learners. and SDAIE SDAIE A methodology used by teachers to make the academic content comprehensible to English learners. instruction in conjunction and collaboration with general education staff. Students will receive Integrated and Designated English Language Development in their own class or through mainstream instruction. Special Education staff will receive the same training as general education staff in working with English learners. 

The Special Services department and the site will work together with the parent to ensure parental requests and educational goals are met. In addition, the Special Services department and site will ensure that interpreters are provided during IEP meetings if and when requested by parents. IEP documents will be made available to parents in their primary language  when requested by parents as required by state law.

Students who are in a language programs are eligible to receive GATE. Students who are in a language programs are eligible to receive Special Education services.

TK-6 Program Flexibility to Meet Student Needs

There are four distinct groups of English learners in the Anaheim Elementary School District:

1. Newly arrived English learners with adequate formal schooling
2. Newly arrived English learners with limited formal schooling
3. Students at risk of becoming Long-Term English learners
4. English learners who are meeting benchmarks and making expected progress toward language and academic goals

Programs will be adapted to meet the needs of students in each of these groups as discussed below:

Newly Arrived English Learners with Adequate Formal Schooling 

These students may or may not have had some exposure to the formal study of English. However, they have had a formal educational program in their native country, and many have the knowledge background that supports them in their content instruction in English. These students are likely to have an adequate background in the core academic subject areas, with the exception of English Language Arts. An appropriate placement might be in the Accelerated Language Academy, where they will be assisted in transferring their primary language literacy and core academic skills to English. These students benefit from comparing and contrasting how English works with how their primary language works including making connections to cognates between English and their primary language.

Newly Arrived English Learners with Inadequate Formal Schooling

Newly arrived English learners with little or no prior schooling typically score at the beginning level of reading and writing in their primary language and have intensive skill levels in other subject areas as well. Some students arrive with interrupted schooling in their native country and lack the background knowledge necessary for success in a grade-level academic program. These students need an academic program that will address their primary language literacy needs. Appropriate grade-level placement with appropriately differentiated Designated ELD is critical. The Accelerated Language Academy would be generally preferable to an English Language Mainstream (ELM) setting. Placement in a dual language immersion program is optimal for many of the students in this group.

Long-Term English Learners 

These students have not made sufficient progress in their language acquisition as evident through the ELPAC. In determining program placement, it is important to first identify the student’s academic and linguistic needs and then consider the following in regards to the student’s educational history, in order to determine if the student’s performance is related to his/her level of ELD or to other issues that affect academic performance:

• The student’s number of years in U.S. schools
• The quality and consistency of ELD instruction the student has received
• The consistency of the student’s instructional program

English learners who are not making progress may be referred through the Student Success Team process in order to review current programs or intervention support.

English Learners who are Meeting Academic and English Language Development (ELD) Benchmarks

These students are typically showing expected growth on the ELPAC, at least at the recommended rate by the state, and are scoring Standard Nearly Met, Standard Met or Standard Exceeded on the Smarter Balanced Assessments (third grade and up), or meeting benchmarks on district established literacy and numeracy common assessments in Kindergarten and first grade. In AESD, students making progress follow the path as outlined on the EL Expected Progression and Growth Targets chart as well as curriculum embedded and ELD assessments. In the elementary grades, these students should move along a pathway leading to the English Language Mainstream program setting. Some students will begin in the Accelerated Language Academy, obtain reasonable fluency, and transition to the English Language Mainstream. Others who begin with reasonable fluency start in the English Language Mainstream program and achieve reclassification. Those who begin in Dual Language Immersion will typically remain in that program after reclassification. Each English learner level is flexible with respect to duration, in order to allow a student to move up a level during the year when assessment results indicate the student is ready.