Dual Language

• Mixed dassrooms of Ells and native English speakers

• Content instruction in both languages
• language of instruction is balanced with goal of 50/50 balance by completion of program
• Academic content is made meaningfully accessibl e using sheltered strategies
• Program length is d early established, and TBIP exited students continue for duration of program
... • Goal of bilingualism, bi literacy, biculturalism, and grade level academic achievement for all students
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Developmental Bilingual Education (Late Exit)
• Classrooms of English language l eamers in K-6 grades
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• 90% of instruction using students' native l anguage during primary grades. progreSSing to 50/50 bal ance by 5'"
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or 6"' grade
• Program length i s d early established, and TBIP exited students continue for duration of program
a • Goal of bilingualism, biliteracy. and grade l evel academic achievement for English language learners
Transitional BOingual Education (Early Exit)
• Classrooms of English language l eamers
• Instruction using students' native language init ially
• Instruction progresses toward using only English over approximately a 3-year period
• Goal of English proficiency and grade-level academic achievement with gradual reduction of native language
supports
Content-Based Instruction (CBI) or Sheltered Instruction (SI)
• Classrooms of English language leamers
ii • EU teachers provide content instruction using English shelt ered strategies to foster English language
~ development and make grade-level content meaningfully accessible Goal of English language proficiency
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integrated with grade level academic achievement

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Supportive Mainstream
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QI • Students in mainstream English speaking classrooms most of the day

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• EU teachers provide supplemental English language support inside or outside of the mainstream classroom
• Mainstream and supplemental English Instruction conducted using English with specific strategies to foster
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QI
English language development and make grade-level content meaningfully accessible
• Mainstream content teachers collaborate w i th ELL teach er or EU coach to facilitate language support in
content dassrooms
• Goal of English language proficiency integrated with grade-level academic achievement
... New comer Program,s

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• Classrooms of beginning level newly immigrated English language learners all or part of the day
• Instruction conducted using English or bilingual model appropriate to district's program
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QI
• Teachers have 5Pecific background for working w ith newly arrived imm igran ts and students with limited formal
schooling
• Specific criteria is established to move students into other English language development program models
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u offered by district
3
QI • Goal of basic English language proficiency, basic content knowledge, and introduction to US school culture in
z order to prepare for other district El l program