Characteristics for LEP Students Links and Resources
Trainings and Professional Development
HomeELL Testing Schedule
Home Language Survey
• Chinese
• English: 2011-12 | 2012-13
• Hmong
• Russian: 2011-12 | 2012-13
• Spanish: 2011-12 | 2012-13
• Vietnamese: 2011-12 | 2012-13
New Immigrant Subgrant Allocations 2010-11
Testing Accommodations Validity Study
Title III BrochureNOTE: All documents on this page are listed in pdf format.
| Types of Language Instruction Educational Programs | |||||
| Language(s) of Instruction | Typical Program Names | Native Language of Students | Language(s) of Content Instruction | Language Arts Instruction | Linguistic Goal of Program |
| English and the Native Language | Two-Way Bilingual Education, Bilingual Immersion, or Dual Language Immersion | Ideally, 50% of English-Speaking and 50% LEP Students Sharing Same Native Language | Both English and the Native Language | English and the Native Language | Bilingualism |
| Late-Exit or Developmental Bilingual Education | All Students Speak the Same Native Language | Both; at First, Mostly the Native Language is Used. Instruction Through English Increases as Students Gain Proficiency | English and the Native Language | Bilingualism | |
| Early-Exit or Transitional Bilingual Education | All Students Speak the Same Native Language | Both at the Beginning, With Quick Progression to All or Most Instruction Through English | English; Native Language Skills are Developed Only to Assist Transition to English | English Acquisition; Rapid Transfer Into English-Only Classroom | |
| English | Sheltered English, Specially Designed Academic Instruction in English (SDAIE), Structured Immersion, or Content-Based ESL | Students Can Share the Same Native Language or be From Different Language Backgrounds | English Adapted to the Students’ Proficiency Level, and Supplemented by Gestures and Visual Aids | English | English Acquisition |
| Pull-Out ESL | Students Can Share the Same Native Language or be From Different Language Backgrounds; Students May be Grouped with All Ages and Grade Levels | English Adapted to the Students’ Proficiency Level, and Supplemented by Gestures and Visual Aids | English; Students Leave their English-Only Classroom to Spend Part of Their Day Receiving ESL Instruction | English Acquisition | |
| Non-English (Foreign) Language | Foreign Language Program | English | Foreign/Target Language is the Only Content Area Taught | Foreign/Target Language | Foreign/Second Language Acquisition |
| Foreign Language Immersion (Full or Partial) | English | Foreign/Target Language | Foreign/Target Language and English | Bilingualism | |
| Native Language | Heritage Language | English, with Non-English Language Background and/or Proficiency; or Non-English Language Speaker. All Students Share Same Non-English Language. | Target Languages the Primary Content Area Taught | Target Language | Bilingualism |
| Adapted from Zelasko and Antunez, 2000 | |||||