1. What are the current policies in place for identifying and assessing English Language Learners (ELLs) in California?
California follows the requirements set forth by the federal Every Student Succeeds Act (ESSA) for identifying and assessing English Language Learners (ELLs). These policies are overseen by the California Department of Education (CDE) and implemented at the local level by schools and districts.1. Identification of ELLs:
– Upon enrollment, parents or guardians fill out a Home Language Survey to identify potential ELL students. If a language other than English is indicated on the survey, the student is given an initial screening test to determine their proficiency in English.
– Students who score below a certain threshold on this initial test are then given the California English Language Development Test (CELDT), which assesses their English language proficiency in listening, speaking, reading, and writing.
2. Reclassification:
– Once identified as an ELL, students receive specialized instruction through a Structured English Immersion (SEI) program or other designated English language development program.
– After receiving this instruction for at least one year, ELL students take an annual assessment called the California Assessment of Student Performance and Progress (CAASPP).
– If a student scores at or above proficient on CAASPP and meets other criteria such as teacher evaluation and parental input, they may be reclassified as Fluent English Proficient (FEP).
3. Ongoing assessment:
– Even after being reclassified as FEP, students are continuously monitored through annual assessments to track their progress in academic content areas and ensure they maintain English proficiency.
– If a student’s performance declines or if they continue to struggle academically, they may be reclassified back into an ELL status and provided with additional support.
4. Parent notification and involvement:
– Parents of ELLs must be informed about their child’s identification as an ELL, placement in an instructional program, progress towards becoming FEP, and right to decline these services.
– Parents also have opportunities to provide input and participate in their child’s education through parent-teacher conferences, English Learner Advisory Committees (ELAC), and other parent engagement activities.
These policies are regularly reviewed and updated by the CDE to ensure compliance with federal laws and support the academic success of ELL students.
2. How does California ensure that all ELLs have access to appropriate language support services?
California has several measures in place to ensure that all English Language Learners (ELLs) have access to appropriate language support services:
1. Identification and Assessment: First, California has a thorough process for identifying and assessing ELLs. This includes conducting a home language survey during enrollment, which helps identify students who may need language support services. Students who indicate a language other than English on the survey are then given an initial assessment to determine their level of English proficiency.
2. Reclassification Criteria: California uses clear and objective criteria to determine when an ELL is proficient enough in English to no longer require specialized support. This includes performing well on state assessments, achieving a certain level of proficiency on an English language proficiency test, and meeting criteria set by the school district.
3. Language Support Programs: California offers several programs to support ELLs in developing their English language skills. These include bilingual education, dual-language immersion programs, structured English immersion programs, and newcomer programs.
4. Trained Teachers: In order to provide effective language support services, California requires teachers who work with ELLs to have appropriate training and credentials in teaching multilingual students.
5. Language Development Standards: California has developed English Language Development standards that outline what ELLs should know and be able to do at different levels of English proficiency. These standards help guide instruction and ensure that ELLs receive targeted and appropriate language support services.
6. Monitoring Progress: California annually monitors the progress of ELLs through state assessments as well as other measures such as graduation rates, dropout rates, and reclassification rates. This helps ensure that ELLs are making sufficient progress towards fluency in English.
7. Professional Development: To ensure that all teachers are equipped with the knowledge and skills necessary to effectively support ELLs, California offers ongoing professional development opportunities related to working with multilingual students.
8. Parent Engagement: The state requires schools to involve parents in their child’s education, including communicating with them about language support services and involving them in decisions regarding their child’s language development.
9. Title III Funds: California receives funds through the federal Title III program, which specifically supports the education of ELLs. These funds can be used for various purposes, such as providing additional language support services or professional development for teachers.
Overall, California prioritizes creating an inclusive and equitable education system where all students, including ELLs, have access to high-quality language support services that help them develop proficiency in English and achieve academic success.
3. What is the funding allocation for ELL education in California, and how is it distributed among school districts?
According to the 2017-18 California budget, the state allocated $11.3 billion for services and programs specifically targeted at English Language Learners (ELLs). This funding is distributed through a combination of state and federal funds.
The majority of this funding comes from state sources, including approximately $501 million from the Targeted Instructional Improvement Block Grant (TIIBG) and another $75 million from Quality Education Investment Act (QEIA) funds. These grants are primarily intended to support and improve instruction for ELLs in schools with a high concentration of English learners.
Federal funding also plays a significant role in supporting ELL education in California. The state receives approximately $496 million in Title III funds under the Every Student Succeeds Act (ESSA), which are used to provide English language instruction and support to ELL students.
In addition, school districts receive additional funds based on their number of enrolled ELL students through a supplement/supplant formula, ensuring that these students receive extra resources and support without taking away from other areas of education.
Overall, the funding allocation for ELL education in California is determined by a combination of factors such as enrollment numbers, district needs, and federal requirements.
4. Are there any specific state standards or benchmarks for English language proficiency that ELLs must meet in order to exit language support programs?
Yes, each state has its own specific standards or benchmarks for English language proficiency that ELLs must meet in order to exit language support programs. These standards are determined by the state’s Department of Education and may vary in content and rigor. Some common examples include the WIDA (World-Class Instructional Design and Assessment) Standards used by many states, and the ELPA21 (English Language Proficiency Assessment for the 21st Century) Standards used by others. These standards typically assess a student’s abilities in speaking, listening, reading, and writing in English and outline what level of proficiency a student needs to demonstrate in order to exit language support programs.
5. How does California monitor and evaluate the effectiveness of its ELL education policies and programs?
California utilizes a variety of methods to monitor and evaluate the effectiveness of its ELL education policies and programs. These include:
1. Standardized Testing: California administers annual assessments, known as the California Assessment of Student Performance and Progress (CAASPP), to measure student proficiency in English language arts/literacy and mathematics. These tests are available in both English and Spanish for ELL students.
2. English Language Development (ELD) Assessments: The state also administers annual ELD assessments, such as the English Language Proficiency Assessments for California (ELPAC), to track students’ progress in acquiring proficiency in English.
3. School Accountability System: California’s accountability system, the California School Dashboard, tracks the academic performance of all students, including ELLs, using multiple measures such as graduation rates, suspension rates, and college/career readiness indicators.
4. Program Evaluations: The state conducts regular evaluations of its ELL education programs to assess their effectiveness in meeting the needs of ELL students. These evaluations may include surveys, interviews, classroom observations, and data analysis.
5. Data Collection and Analysis: California collects and analyzes data on various aspects of ELL education, such as enrollment trends, teacher qualifications, program models, and student outcomes to identify areas of improvement.
6. Stakeholder Feedback: The state seeks input from stakeholders such as parents, teachers, school administrators, and community members to gather feedback on the effectiveness of ELL education policies and programs.
7. Research Studies: California supports research studies that examine the impact of different policies and practices on the academic achievement of ELLs. This research helps inform future policy decisions.
Overall, these monitoring and evaluation methods allow California to regularly assess the effectiveness of its ELL education policies and programs and make necessary adjustments to ensure improved outcomes for ELL students.
6. Is there a designated state office or department responsible for overseeing ELL education in California?
Yes, the California Department of Education’s English Learner Support Division is responsible for overseeing ELL education in the state of California.
7. Are teachers in California required to have specialized training or certification for working with ELL students?
Yes, California has specific requirements for teachers working with ELL students. Teachers are required to have a Bilingual Authorization, which is issued by the California Commission on Teacher Credentialing and demonstrates that the teacher has the knowledge and skills necessary to effectively work with students who are learning English as a second language. In order to obtain this authorization, teachers must complete specialized coursework and demonstrate proficiency in a second language. Additionally, teachers may also choose to pursue additional training or certification programs focused specifically on working with ELL students.
8. What accommodations are available for standardized testing for ELL students in California?
In California, accommodations are available for ELL (English Language Learner) students on standardized tests to ensure they have equal opportunities and access to demonstrate their knowledge and skills. Some of the commonly provided accommodations include:
1. Extra time: ELL students may be given extra time to complete the test. This is often determined by their English Language Proficiency level and can range from 10-30 minutes.
2. Bilingual dictionaries: Bilingual dictionaries are allowed for ELL students who need help understanding specific vocabulary words or phrases in English. The use of a bilingual dictionary must be approved by the student’s school or district.
3. Translated test directions: ELL students can receive translated test directions in their native language, if needed.
4. Scribe or translator assistance: For students with limited English proficiency, a scribe may be provided to write their responses on the test booklet if they are unable to do so themselves. Translators may also be made available for students who need help understanding instructions or answering questions in English.
5. Non-verbal instructions/visual aids: Accommodations may be made for visual aids such as pictures or diagrams to accompany written instructions for ELL students.
6. Word-to-word glossaries: A word-to-word glossary is a list of translations for specific words used in the test that might be unfamiliar to ELL students.
7. Flexible testing locations: Schools may allow ELL students to take the test in a separate room from other students or provide a less distracting testing environment.
8. Simplified English versions: Some standardized tests offer simplified English versions that use simpler language and sentence structure for ELL students with lower proficiency levels.
It’s important for schools and districts to work closely with parents, teachers, and testing coordinators to determine which accommodations would best support each individual student based on their needs and proficiency level in English.
9. Are there any state initiatives or programs aimed at promoting bilingualism and biliteracy among ELLs in California?
Yes, California has several state initiatives and programs aimed at promoting bilingualism and biliteracy for ELLs. These include:
1. Seal of Biliteracy: This program was established in 2012 to recognize high school graduates who have attained proficiency in two or more languages. Students can earn the seal by demonstrating proficiency in English and another language through standardized tests, coursework, or other measures.
2. Dual Language Immersion Programs: California offers funding and support for dual language immersion programs that promote bilingualism and biliteracy among both English-speaking and non-English-speaking students. These programs provide instruction in both English and another language with the goal of developing proficiency in both languages.
3. Professional Development for Teachers of ELLs: The California Department of Education provides training and resources to teachers to help them better support ELLs and promote bilingualism and biliteracy in the classroom.
4. Designated ELD (English Language Development): This is a structured English language development program designed to provide targeted instruction for ELLs based on their English proficiency levels. The goal is to develop their English language skills while also supporting their academic content learning.
5. County Offices of Education Support: County offices of education offer a range of services and resources to schools, districts, teachers, and families to support the promotion of bilingualism and biliteracy among ELLs.
6. Project GLAD (Guided Language Acquisition Design): This instructional model focuses on building academic language skills for ELLs through engaging activities that are aligned with Common Core Standards.
7. Title III Grants: The federal Title III grant program provides funding to states, including California, to help improve educational outcomes for ELLs by supporting language instruction educational programs (LIEPs) that promote language acquisition and academic achievement.
8. Every Student Succeeds Act (ESSA): Under this law, states are required to establish annual measurable achievement objectives for ELLs and develop plans for how they will meet those objectives, including promoting bilingualism and biliteracy.
9. California Association for Bilingual Education (CABE): This statewide organization provides advocacy, resources, and professional development opportunities to support bilingualism and biliteracy in California schools.
10. Has there been any recent policy changes regarding the inclusion of immigrant students or undocumented students in ELL education programs?
Yes, there have been several policy changes in recent years that impact the inclusion of immigrant students and undocumented students in ELL education programs. These include:
1. Deferred Action for Childhood Arrivals (DACA): In 2012, President Obama established the DACA program, which grants temporary protection from deportation and work authorization to eligible undocumented immigrants who were brought to the US as children. This policy change has allowed many undocumented students to receive education and access ELL programs.
2. Every Student Succeeds Act (ESSA): In 2015, the ESSA was signed into law, replacing the No Child Left Behind Act. Under this law, states are required to include English language proficiency and progress of English learners as a significant factor in school accountability systems.
3. Equal Access to Education: Under Title VI of the Civil Rights Act of 1964, schools are prohibited from discriminating against students on the basis of race, color, or national origin. This includes providing equal access to educational opportunities for immigrant and undocumented students.
4. Plyler vs Doe: A landmark Supreme Court case in 1982 ruled that all children living in the US have a constitutional right to public education regardless of their immigration status.
5. Language Access Plans: Many school districts have adopted language access plans to ensure effective communication with non-English speaking parents and families. These plans often include translation services, bilingual staff members, and multilingual resources for families.
6. State Laws: Some states have passed laws specifically addressing the eligibility and inclusion of immigrant students or undocumented students in ELL education programs. For example, California has a law that requires schools to provide English language instruction to all eligible students regardless of their immigration status.
Overall, there is an increased focus on providing equal educational opportunities for all students regardless of their immigration status through these policy changes.
11 . What resources are available to support parents of ELL students and promote their involvement in their child’s education?
1. Bilingual/ESL Programs: Many schools offer specialized programs for ELL students, such as bilingual or ESL classes, to help them develop their language skills and succeed academically.
2. Multilingual Staff: Schools may have dedicated staff members who can communicate with parents in their native language and help facilitate communication between teachers and families.
3. Translation Services: Some schools provide translation services for important documents and communication, such as report cards or parent-teacher conferences.
4. Parent Resource Centers: These centers may provide resources and support specifically for parents of ELL students, such as workshops on how to support their child’s learning at home.
5. Family Liaisons: Schools may also have family liaisons who serve as a bridge between school and home, helping to build relationships with diverse families and connect them with resources.
6. Parent Workshops: Schools may offer workshops or trainings for parents of ELL students on various topics such as navigating the education system, understanding academic expectations, and supporting their child’s language development.
7. Parent-Teacher Conferences: Regular conferences with the child’s teacher can provide an opportunity for parents to discuss their child’s progress, ask questions, and voice any concerns they may have.
8. School Websites/Portals: Some schools have online portals or websites where parents can access important information about their child’s education, such as grades, assignments, and upcoming events.
9. Community Organizations: There may be community organizations that offer resources and support to immigrant families, including those with ELL students.
10. Culturally Responsive Teaching Strategies: Teachers can implement strategies that recognize the cultural backgrounds of ELL students and involve families in the learning process.
11. Parent Support Groups/Networks: Parents of ELL students can connect with other families facing similar challenges through support groups or networks, allowing them to share experiences and gain valuable advice from one another.
12. Does California offer any cultural competency training for educators working with ELL students?
Yes, as part of the California English Learner Roadmap, the state offers cultural competency training for educators working with ELL students. This framework includes professional development opportunities for teachers to improve their understanding of culturally and linguistically diverse students and how to effectively support them in the classroom. Additionally, the state offers a variety of resources and training programs through the California Department of Education Office of Equity and Access to promote cultural competency and equity in education.
13. How does California address the unique needs of long-term English Language Learners who have not yet reached proficiency?
California has implemented several strategies to address the unique needs of long-term English Language Learners (LTELs):
1. Targeted Instruction: Schools are encouraged to provide targeted instruction and interventions that aim to accelerate language development for LTELs. This includes specialized language development programs, bilingual education, and English as a Second Language (ESL) classes.
2. Sheltered Instruction: Many schools in California have adopted sheltered instruction techniques, where core subjects are taught in a way that is accessible to LTELs. This may include using visual aids, demonstrating concepts, and providing extra support materials.
3. Academic Intervention Programs: Schools may implement academic intervention programs for LTELs, such as after-school tutoring or summer school programs, to provide additional support in areas where they may be struggling.
4. Monitoring Progress: Schools are required to monitor the progress of LTELs regularly and provide individualized support as needed. The assessment data collected can also help identify any underlying reasons for a student’s lack of progress and inform targeted instruction strategies.
5. Dual Language Programs: California has a number of dual language programs that aim to develop English proficiency while also maintaining and developing the student’s native language. These programs can benefit LTELs by helping them maintain their native language skills while gaining proficiency in English.
6. Professional Development: Teachers and staff members are provided with ongoing professional development on best practices for supporting LTELs. This may include training on effective instructional strategies, cultural competency, and ways to promote engagement and motivation for these students.
7. Parental Involvement: Schools encourage parental involvement through parent-teacher conferences, workshops, and other activities to create a partnership between home and school in supporting the academic growth of LTELs.
8. Individualized Education Plans (IEPs): For those students who have been identified as needing special education services, an IEP is developed that outlines specific goals, accommodations, and support services for the student.
Overall, California strives to provide a range of support and interventions to help LTELs reach proficiency in English and succeed academically.
14. Are there any initiatives or partnerships with community organizations to support the academic success of ELL students in California?
Yes, there are multiple initiatives and partnerships with community organizations to support the academic success of ELL students in California.1. English Learner Roadmap: The English Learner Roadmap provides a framework for school districts to improve educational outcomes for ELL students. It emphasizes the importance of family, community, and cultural assets in supporting the academic success of ELL students.
2. Seal of Biliteracy: The Seal of Biliteracy is a recognition program for high school graduates who have demonstrated proficiency in English and at least one other language. This program is administered by county offices of education and promotes cross-cultural understanding and linguistic diversity.
3. Community Partnerships: Many school districts in California partner with community-based organizations to provide additional support services for ELL students. These partnerships can include after-school programs, tutoring, mentoring, and parent workshops.
4. Dual Language Programs: There are various dual language programs in California that bring together native English speakers and ELL students to learn together in both languages. These programs not only support academic success but also promote bilingualism and biculturalism.
5. Migrant Education Program: The Migrant Education Program (MEP) provides support services to migrant families to ensure that their children receive appropriate educational opportunities while they move from place to place for agricultural work.
6 .Family Engagement Centers: The Family Engagement Centers (FECs) provide support services for immigrant families, including language access, parent workshops, counseling services, and referrals to community resources.
7. United Parents and Students (UPAS): UPAS is a coalition of grassroots parent groups across California that advocate for the rights of language minority parents and their children in public schools.
8. Dual Immersion Roundtable Network (DIRN): DIRN brings together practitioners, researchers, policymakers, advocates, and funders focused on dual immersion education in California to share best practices and collaborate on improving outcomes for ELL students.
9. Learning Communities for Educational Equity (LCEE): LCEE is a partnership between California’s universities and community-based organizations to develop and implement strategies that promote educational opportunities for ELL and immigrant students.
10. English Learner Alliance: The English Learner Alliance is a network of stakeholders dedicated to improving outcomes for ELL students in California. Its members include teachers, researchers, policymakers, community advocates, and business leaders.
11. Institute for Research in Education: The Institute for Research in Education (IRE) works collaboratively with school districts and community organizations to conduct research on best practices for supporting the academic success of ELL students.
12. Coalition of African Refugees in Southern California (CARSC): CARSC provides services to African refugees and immigrants in Southern California through programs such as English classes, after-school tutoring, college preparation workshops, and parent involvement activities.
13. School District Partnerships: Many school districts have partnerships with local organizations that provide support services specifically for ELL students, such as tutoring, mentoring, and cultural enrichment programs.
14. Immigrant Legal Services Centers: Immigrant Legal Services Centers offer free or low-cost legal assistance to immigrant families navigating the education system in California. They also provide support services like language access, referrals to other resources, and advocacy on behalf of immigrant families.
15. Does California provide any special grants or funding opportunities specifically targeted towards improving ELL education outcomes?
Yes, California provides several grants and funding opportunities specifically targeted towards improving ELL education outcomes. Some examples include:
1. English Learner Roadmap Implementation Grant: This grant is aimed at supporting Local Educational Agencies (LEAs) in implementing the English Learner Roadmap policy to improve educational outcomes for ELL students.
2. Bilingual Teacher Professional Development Program: This program provides funding to LEAs and universities to help train bilingual teachers and improve their skills in teaching English as a second language.
3. Consolidated Application – Title III Language Instruction for Limited English Proficient and Immigrant Students: This grant provides funding to LEAs to support the development of language instruction programs for ELL students.
4. Migrant Education Program – Identification and Recruitment Grant: This grant aims at locating migrant students who may come from non-English speaking backgrounds and providing them with appropriate educational services.
5. Dual Language Education Grant: This grant provides funding for the development, implementation, and expansion of dual language education programs that promote bilingualism and biliteracy among ELL students.
6. Family Engagement Initiative Grant: This grant supports LEAs in developing family engagement programs that actively involve parents and families in their children’s education, particularly for ELL students.
7. Transitioning English Learners to Academic Success (TELAS) Grant: This grant helps school districts develop effective strategies to transition ELL students into mainstream academic classes.
8. National Professional Development Program (NPDP): This program provides competitive grants to institutions of higher education to help increase the number of highly qualified bilingual teachers available to serve ELL students.
16. Do local school districts have autonomy to develop their own policies for serving English Language Learners, or are they required to comply with statewide guidelines?
The answer to this question may vary depending on the state. In some states, local school districts have autonomy to develop their own policies for serving English Language Learners (ELLs), while in others they are required to comply with statewide guidelines.
Some states have more centralized education systems, where statewide guidelines dictate how ELLs are served in all school districts. These guidelines may include requirements for language programs, teacher qualifications, and annual assessments. In such cases, school districts are expected to follow these guidelines and may not have much flexibility in developing their own policies.
Other states have more decentralized education systems, which allow for more autonomy at the local level. In these states, school districts may have the ability to develop their own policies for serving ELLs based on the needs of their specific student population and resources available.
Ultimately, it is important to research and understand the specific policies in place at both the state and school district level in order to fully understand the autonomy of local school districts in developing policies for serving ELLs.
17. Are there any strategies in place to ensure that ELL students are not disproportionately placed in special education programs?
Yes, there are a number of strategies in place to prevent disproportionate placement of ELL students in special education programs:
1. Multidisciplinary Teams: Schools have multidisciplinary teams that work together to determine the most appropriate educational programs and services for students. These teams include general educators, English as a Second Language (ESL) teachers, special educators, and other specialists who can help identify the unique needs of ELL students.
2. Early Intervention: Schools are encouraged to identify and intervene early when an ELL student is struggling academically or behaviorally. This can prevent the need for special education services later on.
3. Use of Culturally Responsive Assessments: Standardized assessments may not accurately reflect the abilities of ELL students from diverse cultural backgrounds. Schools should use culturally responsive assessments that take into account a student’s background and experiences.
4. Bilingual Evaluators: In order to accurately assess a student’s abilities, schools should use bilingual evaluators who are trained to work with ELL students and understand their cultural backgrounds.
5. Specialized Instructional Strategies: Teachers who work with ELL students should receive specialized training in instructional strategies that can support their language acquisition and academic progress.
6. Collaboration Between General Education and Special Education Staff: General education teachers should work closely with special education staff to create inclusive learning environments where all students feel supported and their needs are met.
7. Monitor Data: Schools should regularly monitor data relating to the identification and placement of ELL students in special education programs to identify any discrepancies or concerns.
8. Parental Involvement: Parents play a critical role in advocating for their children’s education. Schools should involve parents in decision-making processes related to their child’s educational needs.
9. Cultural Competence Training for School Staff: School staff at all levels should receive training on cultural competence so they can better understand and support the unique needs of ELL students.
10. Ongoing Assessment and Progress Monitoring: Schools should use ongoing assessment and progress monitoring to ensure that ELL students’ needs are being appropriately addressed, and to make any necessary adjustments to their educational programs.
18. What steps has California taken to address the shortage of qualified English as a Second Language (ESL) teachers?
1. Offering Incentives and Scholarships: The California Commission on Teacher Credentialing offers incentives and scholarships to attract new teachers to the field of ESL education.
2. Emphasizing ESL Training in Teacher Preparation Programs: California’s teacher preparation programs have incorporated specific training and coursework on ESL instruction, so that all teachers are better equipped to work with English learners.
3. Bilingual Authorization: California offers a Bilingual Authorization program for qualified teachers who are already certified to teach in the state. This allows them to become specifically authorized to teach bilingual classes, including ESL instruction.
4. Regional Training Centers: The state has established several Regional Training Centers across the state, where educators can receive specialized training in working with English learners.
5. Collaborative Professional Development Opportunities: Through statewide partnerships between schools, districts, and universities, California provides ongoing professional development opportunities for teachers working with English learners.
6. Recruitment Programs: The state supports various recruitment initiatives aimed at providing a pipeline of highly qualified ESL teachers through partnerships with local colleges and universities.
7. Transitional Bilingual Instruction Program (TBIP): This is a federally funded program that provides intensive instructional support from trained personnel and supplemental instructional materials for students learning English.
8. EL Authorizations for Teachers: California offers specific authorizations for teachers who want to work specifically with English learners as an alternative pathway to becoming licensed ESL teachers.
9. Mentoring Programs: Districts throughout the state provide mentorship programs for newly hired ESL teachers as well as those who need additional support in serving their English learner populations.
10. Distance Learning Courses: To address the shortage of qualified ESL teachers in rural areas, California has developed online courses for current educators seeking authorization or certification in teaching English language development.
19. Are ELL students given access to elective courses and extracurricular activities in their native language in California?
In California, ELL students are not typically given access to elective courses and extracurricular activities in their native language. Most schools in the state offer English as a Second Language (ESL) classes to help ELL students learn English and integrate into regular classrooms. However, some schools may have programs or activities specifically for students who speak a certain language, such as a Spanish club or a Chinese language class.
Additionally, state law requires that all public school instruction be conducted in English, except for specific foreign language classes or designated bilingual education programs. This means that even if an elective course is taught by a teacher who speaks the student’s native language, the instruction will still be primarily in English.
Overall, while there may be some opportunities for ELL students to engage with their native language in extracurricular activities or specialized courses, most of their educational experience will be conducted in English.
20. How does California support the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district?
California has several measures in place to support the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district.
1. English Language Development (ELD) Program: California has an ELD program in place that provides specialized instruction and support for ELL students to develop proficiency in English. This program includes strategies such as sheltered instruction, visual aids, and hands-on activities to help students develop language skills while also learning academic content.
2. Bilingual Education Programs: California also offers bilingual education programs in which students receive instruction in both English and their primary language to support their academic growth. These programs are available for students who speak Spanish, Cantonese, Mandarin, Korean, or Vietnamese.
3. Multilingual Resource Center: The California Department of Education has established a Multilingual Resource Center that provides resources and support for educators working with ELL students. This includes training materials, research-based practices, and other tools to enhance the linguistic development of these students.
4. Cultural Competence Training: Educators in California have access to professional development opportunities focused on cultural competency and working with diverse student populations. This training helps teachers understand the unique needs of ELL students and how to create a supportive learning environment for them.
5. Counseling Services: Many schools in California offer counseling services for ELL students who may be facing challenges related to their transition to a new school or district. These services provide emotional support and help students adjust to their new environment.
6. Parent Engagement Programs: California recognizes the importance of involving parents in the education of ELL students. Many schools offer parent engagement programs specifically designed for families of ELL students, providing resources and workshops on topics such as language acquisition, acculturation, and community involvement.
7. Support from School Personnel: Teachers and school staff play a crucial role in supporting the social-emotional well-being of ELL students during their transition. They can act as positive role models, provide additional language support, and help students form friendships with their peers.
Overall, California recognizes the importance of creating a supportive and inclusive environment for ELL students during their transition to a new school or district. By providing specialized programs, resources, and support systems, the state aims to ensure that these students have every opportunity to thrive academically, linguistically, and socially.