Bilingual/ESL Education Department

BILINGUAL AND ESL PROGRAM

HANDBOOK & IMPLEMENTATION GUIDE

Bilingual/ESL Education Department

DUAL LANGUAGE/BILINGUAL PROGRAM

HANDBOOK & IMPLEMENTATION GUIDE

EdgewoodIndependentSchool District

5358 West Commerce

San Antonio, Texas78237

EDGEWOODINDEPENDENTSCHOOL DISTRICT

BILINGUAL/ESL EDUCAITON

PHILOSOPHY

Bilingual education in the Edgewood ISD is seen as an efficient strategy for providing limited

English proficient student an education that is rigorous and empowering-that will enable them to achieve academically, acquire English proficiency, think well of themselves and their community, and become productive members of society.

The Bilingual Education Program of the district is a program that uses two languages as mediums of instruction- the English language the student’s native language.

Bilingual Education is based on two premises:

  • Students are more likely to learn if they understand what is being taught; thus
  • Students with limited English ability will progress linguistically and cognitively if they acquire literacy and study subject matter content in their native language

The goals of the bilingual education program essentially the same as those of mainstream public education:

  • To enable students to achieve academically by promoting mastery and high expectations
  • To provide students the opportunity to become fully proficient in English;
  • To reduce dropout rates
  • To strengthen each student’s self-esteem, cultural awareness and social skills
  • To provide students the opportunity to preserve or enhance their native language
  • To foster stronger relationships between school and parents and parents and child

The EISD believes that English language learners (ELL) students have the right to expect access to the same type of enabling and empowering curriculum available to English-speaking students. In keeping with modern research, the EISD believes that ELL students can achieve English language proficiency and academic parity through a program that provides them access to developmental instruction in English as a second language instruction of the highest quality.

The EISD also believes that it is important for all students to be given the opportunity to acquire proficiency in English. Where campus personnel and community are in accord, support for the program will insure successful achievement of objectives.

EDGEWOOD BILINGUAL/ESL EDUCATION ENRICHMENT PROGRAM

MISSION

The Edgewood I.S.D. Bilingual/ESL Enrichment Program will develop students who achieve both academic proficiency and fluency in two languages, and promote multilingual and multicultural understanding in our ever-changing society.

Vision

Edgewood I.S.D. will become a multicultural and multilingual district where all students have equal access to academic achievement through bilingual literacy.

Edgewood ISD Local Board Policies

On

Bilingual/ESL Program

The Edgewood ISD Local Board Policies on the Bilingual /ESL Program can be found online.

  1. Go to the Edgewood Home Page
  2. Click EISD Policy Online
  3. Click Instruction
  4. Click Special Programs: Legal Bilingual Education/ESL
  5. Click Special Programs: Local Bilingual Education/ESL
  6. Click Special Programs: Legal Dual Language Program

Frequently Asked Questions

Frequently Asked Questions can be found at the Texas Education Agency websites:

The following are some sample questions:

Where can I find resources for bilingual education or ESL?

Where can I locate information on TAKS exemptions for limited English proficient students?

Where can I find information regarding Title III or No Child Left Behind (NCLB)?

Do the three years of eligibility for LEP exemptions begin with the first year the TAKS test is offered or the first year of a student’s enrollment in U. S. schools?

When determining the number of years immigrants have been enrolled in U. S. schools,

how should the LPAC count a year in which a student was not enrolled for the full school year?

Are non-LEP students who participate in two-way bilingual programs (dual language) eligible for a LEP exemption?

Which students are required to take RPTE?

Is RPTE permitted to be used as an instrument by which to exit LEP students from bilingual or ESL programs?

Can limited English proficient students be retained if they have not mastered the Texas Essential Knowledge and Skills (TEKS) for that grade in English?

Is there a Spanish version of SDAA?

EISD Dual Language Program

INTRODUCTION

Language minority students in the District deserve a quality bilingual program that allows them to grow to the full extent of their human abilities and become articulate citizens and leaders in the multicultural and multilingual society in which we live. With 97% of the E.I.S.D. student population of Hispanic descent and 20% of it identified as possessing Spanish as a first language, language minority students have a need to be academically prepared to compete in the ever-growing global economy. There is also a need to enhance the cognitive competency of children through an enriched bilingual program that increases mental flexibility and higher order thinking.

Schools reflect the community and the broader society. Recognizing the uniqueness of the Edgewood community and the changing global need for Bilingual/Biliterate citizens, EISD school board did make it a priority for the Edgewood school district to implement a system-wide dual language program.

Edgewood’s state required bilingual program is the Dual language program.

Dual language program is an educational program where Spanish-speaking students and English-speaking students are taught through two languages a quality academic curriculum, with the goal of additive bilingualism for all students. With equal status given to the two languages through the instructional program, these programs have achieved the highest success rate in long-term student achievement. (Thomas & Collier, 1995-2005)

Bilingual Education Research

The Bilingual Education Program of the EISD is based on the most current research in the areas of bilingualism, first and second language acquisition and second language learning for both language minority students and language majority students. The following research has been synthesized from findings of numerous educators and researchers. The research formulates the basis for the implementation of any of Edgewood’s Dual Language Bilingual Program

The following websites are excellent resources on topics such as Assessment and Accountability, Curriculum and Instruction, Educational Programs, Educational Research, Grants and Funding, Culture and Language, History, Legislation and Policy, Parent and Community Involvement, Professional Development, Bilingual Education and Special Education, Technology and Literacy.

National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs

National Association for Bilingual Education

Center for Multilingual Multicultural Research

Bilingual Education and the Internet Olmanson

Brain Connection (Topic: Bilingual Education)

Educational Research

Bilingual Education for Language Minority Students

  • “The extent of first language literacy skills significantly influences the extent of second language academic achievement.”

Cummins, 1980 to present; Hakuta, 1986 to present

  • “Basic Interpersonal Communicative Skills (BICS) is a level of language proficiency needed for daily face-to-face communication. BICS take two years exposure to English in order to develop a relatively high degree of English communicative skills”. A much shorter period (less than two years) is usually required for students to attain peer-appropriate levels of proficiency in conversation (context-embedded, cognitively undemanding) aspects of their second language (see appendix No. 1).

Cummins, 1980 to present; Gonzales, 1986; Snow and Hoefnagel-Hohle, 1978

  • “Cognitive Academic Language Proficiency (CALP) is that level of English proficiency needed for academic learning. CALP takes from five to seven years.”

Studies have reported that, on the average, at least five years is required for language minority students to attain grade norms on academic (contest-reduced, cognitively demanding) aspects of English proficiency. (See appendix No. 1, Pg. 12)

Cummins, 1981; Collier, 1987, 1989; Cummins, 1981 to present

  • “The extent to which student’s language and culture is incorporated into the school program constitutes a significant predictor of academic success. (Pg. 33)

Campos & Keatings, 1988; Cummins, 1989; Ramirez, 1991

  • “When educators and parents develop partnerships to promote their children’s education, parents appear to develop a sense of efficacy that communicates itself to children with positive academic consequences. (pg. 35)

Ada, 1988; McCaleb, 1994; Tizard, et al., 1982

  • “Learning in a stress-free environment reduces the risks limited English proficient speakers often perceive in many academic settings."

Krashen, 1981 to present

  • “Additive bilingualism is associated with high levels of proficiency in two languages, whereas subtractive bilingualism is associated with lower levels of second language attainment and academic performance.”

Lambert, 1987 to present

Additive bilingualism is a bilingual program where students acquire a second language

without fear of losing their native language.

Subtractive bilingualism in a bilingual program where student’s native language is

replaced by the second, dominant language

Educational Research

Bilingual Education for Language Majority Students

  • “A second language is best developed by language majority children through immersion in that language.’’ Genessee, 1985
  • “Immersing English speakers in the non-societal language will promote a higher level of second language proficiency.” Lindholm & Molina; 1996

Because English in our social/cultural environment is so dominant, English-speaking

students will continue to develop English outside of the school setting. Children are

surrounded everyday-television, signs, videos, radio, etc.-by the majority language that bilingualism for language majority students is best achieved by a concentration in the

minority language at school.

  • “Additive bilingualism is associated with high levels of proficiency in two languages, whereas subtractive bilingualism is associated with lower levels of second language attainment and academic performance.” Lambert, 1987

Additive bilingualism is a bilingual program where students acquire a second language

without fear of losing their native language.

Subtractive bilingualism in a bilingual program where student’s native language is

replaced by the second, dominant language

  • “Twenty years of monitoring student progress in the first experimental immersion program (Montreal, 1965), and in the subsequent programs in Canada and the U.S., have confirmed that language majority students in immersion programs do indeed become functionally bilingual, and equal or surpass their monolingual peers in English language development and academic achievement.” Snow, 1986
  • “Language acquisition occurs in one fundamental way…when we understand it. The key factor is comprehensible input: messages in the second language that make sense.” Krashen, 1984

Second language strategies are utilized with all students in teaching content

and this ensures that all information to be learned is understood.

Instructional Components

State Required Instructional Components

On May 11, 1991, the State Board of Education adopted new rules, 19TAC Chapter 89 A Adaptation for Special Populations, in its effort to develop quality programs for Bilingual Education and English As a Second Language programs. Texas Bilingual Education programs of dual language instruction are an integral part of the regular education program evaluation. The Bilingual Education program addresses the affective, linguistic and cognitive needs of limited English proficient students.

What to Teach:

The Instructional Components

19TAC 89.3

1.Affective: The Limited English proficient student shall be provided instruction in their home language to introduce basic concepts of the school environment and instruction both in their home language and in English which instills confidence, self-assurance, and a positive identification with his/her cultural heritage. The program shall address the history and cultural heritage

associated with both the students’ home language and the United States.

  • Orientation to the school setting in the student’s primary language provides comprehensive communication for adjustment into the learning environment.
  • Successful initial communication contributes to the social adjustment of the student.
  • Introduction to the school environment through the primary language allows natural language acquisition to continue without interruption.
  • School helps to bridge the child’s home culture and background to the society in which the child will participate in as an adult. This adjustment should be accomplished without alienating the child or the child’s family.
  1. Linguistic: The Limited English proficient student shall be provided instruction in the skills of comprehension, speaking, reading, and composition both in their home language and in English. The instruction in both languages shall be structured to ensure that the students master the required essential knowledge and skills and higher order thinking skills in all subjects.
  • Children bring a rich array of natural language from their homes. The school must then develop each child’s primary language from the concrete to the abstract or formal levels of language to increase it usability at school.
  • Although informal language is useful for social purposes, attainment of the formal levels is required for mastering essential elements for language arts and other required subjects.
  • The development of the ability to think about and reflect upon the nature and functions of language is achieved more quickly in the student’s primary language than in the student’s second language.
  • Instruction of English language concepts should be appropriate to the student’s linguistic and academic developmental status.
  • Comprehensible linguistic input in the second language is required for concept development.
  1. Cognitive: The limited English proficient student shall be provided instruction in mathematics, science, health, and social studies both in his/her home language and in English. The content area instruction in both languages shall be structured to ensure that the students master the required essential elements and higher order thinking skills in all subjects.
  • Development of language and content area concepts is interdependent.
  • The development of higher order thinking skills is dependent upon effective participation in the content area subject.
  • Time lost from subject matter development for children in the primary grades can never be regained; therefore, immediate participation in math, science, and social studies is imperative.
  • Language is learned best when it has a purpose and function. Using subject matter to learn language provides both.
  • Attainment of mastery for some math, science, and social studies essential elements is not always dependent on reading skills.
Program Critical Features
Dual Language

Basic research provides the following guidelines for (two-way or bilingual immersion) Dual Language programs, according to Kathryn Lindholm of the Center for Language Education and Research at the UCLA.

  • The Dual Language Bilingual program will follow “Program Features for All Bilingual Programs” and implement the state required instructional components as written by TEA based on state mandates and the State Board of Education rules.
  • Progression takes enrolled students from 90% Spanish Language/10% English Language instruction in Pre-Kinder gradually moves them toward 50% Spanish and 50% English language instruction in the upper grades.
  • Additive bilingual environment. This Dual Language program in an ‘Additive’ bilingual program in which children acquire a second language without abandoning their mother tongue. This will lead to higher levels of bilingual proficiency, along with improved self-esteem and more favorable attitudes toward other cultures.
  • In grades Pre-K – 3, fluent English speakers will be immersed in the target language except during English language development time. All teacher instruction, directions, and clarification will be in the target language, Spanish. If a student responds in English, especially in the early grades, the teacher will accept the student’s response but will encourage the student to use Spanish.
  • The instructional focus will be on academic subjects. Students are exposed to the same, high quality, academic core curriculum as the regular programs. Students need more than language development. The Dual Language curriculum will emphasize concept development as well as language development in English and Spanish for LEP and Non-LEP students. Teachers will model correct language usage, yet will not demand grammatical correctness as it causes students to stop talking.
  • High levels of comprehension is essential to assure that lessons are developmentally appropriate and at high levels of comprehension. Dual Language teachers will use appropriate teaching approaches to second language learning (see section: Approaches to Second Language Instruction.)
  • Instruction must be comprehensible. It must always reflect the students’ needs in level and experience. It must be challenging so that it requires students to "negotiate meaning." All students will attain cognitive-academic language proficiency in both English and Spanish.
  • Balance of language groups must be maintained. To ensure equity in the classroom, as well as maximum interactions among language-minority and language-majority children, the two language groups should be mixed in roughly equal proportions. Students are integrated for all content area instruction.
  • Separation of languages for instruction. The program maintains strict separation of the language of instruction throughout specified content area time blocks. Sustained periods of monolingual instruction promote linguistic development better than concurrent approaches that mix languages during the same lesson.
  • Classroom instruction will provide sufficient use of minority language. Spanish will be used as the primary language of instruction in grades Pre-K through 3rd. This will provide English-speaking students optimal second language input (Spanish) through language arts and content instruction.
  • In order to support linguistic and concept development through Spanish, the teacher will instruct and respond in Spanish even in situations in which children themselves switch to English. Children should be encouraged to seek assistance from peers for understanding.
  • Students will be given opportunities for speech production. To become proficient in a second language, students will need numerous opportunities to practice the language orally with native speakers. Cooperative learning, center based instruction and other interactive exercises will provide opportunities in which language-minority and language-majority students can collaborate,
  • Daily comprehensible English language instruction, ESL for Spanish speakers and English language development (ELD) for English speakers, is an integral part of the Dual Language Program. Instruction will focus on content, literature and/or integrated thematic objectives. Linguistic structures are best mastered in connection with subject-matter instruction, rather than through isolated language exercises.
  • To maintain the integrity of the program, it is recommended that ESL in Pre-K thru 2 be provided by a different teacher other that the students' teacher of record. This teacher will serve as the English language model for the students.
  • All students will develop literacy in Spanish first. For Spanish speakers, initial- reading experiences in the first and stronger language will ensure easy access to and success in reading. Developing literacy in Spanish first will also complete the entire language process (listening, speaking, reading, and writing) and make a student a “whole” person in the first language. English speakers do not suffer academically when content instruction is provided via a second language. (Harley, Allen, Cummin, & Swain, 1990)
  • Formal English reading for all enrolled students begins at the end of 2nd grade
  • High-quality teachers. Teachers in the Dual Language Bilingual program will be competent bilinguals who maintain consistent and systematic use of the target language so they can respond to children’s needs and provide comprehensible input.
  • Students will remain in the Dual Language program until they complete elementary school. To achieve bilingual proficiency, the student must remain in the program from four to six years.
  • Strong parental support and involvement is an integral goal of the program. Especially for language-minority students, parental involvement is essential to reinforce children’s native language development and to communicate high expectations about academic achievement.
  • Parents must sign commitment letter that states that the child will remain in the

Dual Language Bilingual Program until the child completes elementary.