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DIRECTIONS:

-Enter information in the "Type a School, District, County, ZIP, CDS Code" field (top right).

-Scroll down to the blue button titled "View Detailed Test Results." Click on it.

-Scroll down to the "Percentage of Students by Domain" data (Listening, Speaking, Reading, and Writing).

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2023–24 Summative ELPAC Test Results at a Glance - ELPAC Reporting (CA Dept of Education)

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Information about Summative English Language Proficiency Assessments for California (ELPAC) test results

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A New Direction for Assessing English Learners in the Secondary Grades

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A New Direction for Assessing English Learners in the Secondary Grades

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WestEd's Quality Teaching for English Learners (QTEL)

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WestEd's Quality Teaching for English Learners (QTEL)

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Quality Teaching for English Learners (QTEL)

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Quality Teaching for English Learners (QTEL)

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QTEL is a vision for what is possible for English Learners in order to compete in the 21st century.

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Rethinking Language in Mathematics for English Learners: Connecting Theory, Research, and Practice

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Rethinking Language in Mathematics for English Learners: Connecting Theory, Research, and Practice

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in Mathematics for English

Learners: Connecting

Theory, Research,

and Practice

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The State of English Learners in California Public Schools

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The State of English Learners in California Public Schools

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The State of English Learners - Californians Together

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We are a multilingual California. 1.1 million English learners are enrolled in California’s TK-12 public schools 40 percent of students come from a home where another language other than English […]

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California English Learner Roadmap Home | Policy and Printed Document | Research | Principles Overview | Principle One | Principle Two | Principle Three | Principle Four | Characteristics of Examples | Illustrative Case Examples | Crosswalk to Local Control Accountability Plan (LCAP) | Resources | Educator Workforce Investment Grant (EWIG) | Communications and Updates | Archives

California's Vision and Mission of Success for English Learners

The California State Board of Education unanimously approved the California English Learner Roadmap State Board of Education Policy: Educational Programs and Services for English Learners (EL Roadmap Policy) on July 12, 2017. This policy is intended to provide guidance to local educational agencies (LEAs) on welcoming, understanding, and educating the diverse population of students who are English learners attending California public schools. The California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners ( CA EL Roadmap) builds on the EL Roadmap Policy and provides further guidance on educating English learners. The CA EL Roadmap supports LEAs as they implement the EL Roadmap Policy.

Vision

English learners fully and meaningfully access and participate in a twenty-first century education from early childhood through grade twelve that results in their attaining high levels of English proficiency, mastery of grade level standards, and opportunities to develop proficiency in multiple languages.

Mission

California schools affirm, welcome, and respond to a diverse range of English learner (EL) strengths, needs, and identities. California schools prepare graduates with the linguistic, academic, and social skills and competencies they require for college, career, and civic participation in a global, diverse, and multilingual world, thus ensuring a thriving future for California.

Web-based Resources

The resources on this web page are intended to support educators as they implement the EL Roadmap Policy.

These materials are not meant to be exhaustive but rather dynamic. The resources provided here are continually updated as new illustrative case examples become available.

Policy and Printed Document: This page contains the EL Roadmap Policy and the printable guidance document that, together with this web page, make up the CA EL Roadmap.

Research: This page contains research related to EL program development.

CA EL Roadmap Principles: These pages contain information on each of the principles and illustrative examples demonstrating each principle in action.

Characteristics of Examples: This page describes the characteristics of examples for inclusion in the CA EL Roadmap.

Illustrative Case Examples: This page contains illustrative case examples from the field that illustrate the CA EL Roadmap principles and elements in action.

Crosswalk to LCAP: This page contains a crosswalk between the CA EL Roadmap principles and the LCAP state priorities.

Resources: This page contains frequently asked questions about the CA EL Roadmap and resources for LEAs and the public to use. This page includes an "At a Glance" information sheet and presentations on the CA EL Roadmap.

Communications and Updates: This page contains letters and other communications on the CA EL Roadmap. This page also includes dates and locations of upcoming regional presentations and workshops.

Archives: This page contains previous EL Roadmap information including workgroup members and meetings that were held.

Last Reviewed: Tuesday, June 18, 2024

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The California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners is a dynamic collection of resources and guidance.

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The Observation Protocol for Teachers of English Learners (OPTEL): OPTEL Materials & Resources

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Welcome to this suite of professional learning materials to support implementation of the Observation Protocol for Teachers of English Learners (OPTEL).

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WestEd's National Research & Development Center to Improve Education for Secondary English Learners

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WestEd's National Research & Development Center to Improve Education for Secondary English Learners

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The Center strives to provide policymakers and practitioners compelling and actionable information that can lead to improvements in the field. Publications, briefs, professional learning activities, and webinars are just some of the resources we offer.

Who Is in Charge of English Learner Services - Lessons Learned from a National Co-Teaching and Collaboration Study

By Martha Palacios, Amanda Kibler, Jamey Farren Burho, Martha Garrett Sandstead, Sara Wiger,
Karrie Woodruff

In this research brief, we explain unexpected yet practical insights that we gained by seeking district leaders' participation in our online survey. We also provide general advice to school districts so that they can clearly communicate with families of English Learners and various other stakeholders regarding the essential programs and services they provide.

A Vision for Using an Argument-Based Framework for Validity Applied to a Comprehensive System of Assessments for English Learners in Secondary Grades

By Margaret Heritage, Caroline Wylie, Molly Faulkner-Bond, and Aída Walqui

How can the assessment system be reimagined so that educators can engage in ongoing practices that are likely to lead to positive outcomes for every English Learner? To address this question, the paper presents a vision for the development and implementation of a learning-centered, equitable Comprehensive Assessment System Framework. The framework is intended to support assessment use in ways that enhance the learning of secondary-grade English Learners across content areas.

A series of four briefs present key ideas from the Vision paper.

Brief I: Perspective on Language Learning

By Margaret Heritage and Caroline Wylie

This brief presents the core ideas about language learning and effective pedagogy that ground the vision for a Comprehensive Assessment System Framework.

Brief II: An Argument-Based Approach to Validity

By Margaret Heritage and Caroline Wylie

The validation methodology for assessments in the vision for a Comprehensive Assessment System Framework uses an argument-based approach. This brief presents key ideas about this approach.

Brief III: Inverting the Assessment System

By Caroline Wylie and Margaret Heritage

The Comprehensive Assessment System Framework inverts the current assessment system to privilege assessments at the classroom level. This brief describes the main features of the inverted system.

Brief IV: Using a Community of Practice Approach to Evaluate the Validity Argument for Classroom-Based Assessment

By Caroline Wylie and Margaret Heritage

The vision for a Comprehensive Assessment System has classroom assessment at its core. This brief describes how teachers can be responsible for the collection and evaluation of validity evidence, undertaken in a Community of Practice.

A New Direction for Assessing English Learners in the Secondary Grades

By Margaret Heritage, Molly Faulkner-Bond, and Aída Walqui

This paper, a complement to the Vision for Using an Argument-Based Framework for Validity Applied to a Comprehensive System of Assessments (CAS) for English Learners in Secondary Grades, focuses on the perspective on language development that underpins the CAS and argues for a new direction in assessment use.

How State, District, and School Levers Can Improve the Course Access of Students Classified as English Learners
in Secondary Schools

By Manuel Vazquez Cano, Ilana M. Umansky, and Karen D. Thompson

Malleable levers that support course access and success among secondary-school students classified as English Learners. This new research brief explores how school, district, and state decisions can impact course access for students classified as English Learners in middle and high school. The brief describes existing research on the role of eleven levers related to (1) state and district policies, (2) school and programmatic decision, and (3) school staffing.

Developing Educator Expertise to Work with Adolescent English Learners

A series of recorded conversations between Aída Walqui and various researchers in the field of English Language Learner education form the basis of these modules. They are intended to be used in teacher education/preparation courses or in teacher professional learning sessions to develop participants' expertise in working with adolescent English Learners.

Module 1 - Introduction to Key Constructs

By Aída Walqui

Module 1 focuses on the field of teaching and learning as a whole, professionalism, and the need to develop a knowledge base. These concepts are introduced and will be an integral part of the entire series. In subsequent modules, they will be applied through diverse lenses to the education of adolescent English Learners in the United States.

Module 2 - The Language We Use to Talk about English Learners and Our Work: A Focus on the Conversation with Guadalupe Valdés

By Aída Walqui

Module 2 raises educator awareness of our use of language, the terms we use to talk about learning and teaching, and the labels and phrases we use to talk about our students. Throughout the module, the premise is that our language is powerful in signaling our feelings and positions and as such, it carries powerful -intended or unintended- messages. The module, furthermore, elaborates on Guadalupe Valdés's "curricularization of language" and other negative conceptualizations of our work with English Learners.

Module 3 - Shifts in Our Understanding of Second Language Learning: From the Teaching of Oral Skills to the Development of Oracy: A Focus on the Conversation with Alice Stott

By Aída Walqui

How has our understanding of the learning opportunities and curricular focus English Learners need in the 21st Century to become active and civically responsible participants in American society? This teacher education and professional development module unpacks the notion of "deep learning" and contrasts it to outdated conceptions of the education adolescent learners of English as an additional language require. Moving beyond the goal of "college and career readiness" this module explores the importance of oracy development. Using a conversation and video clips from our British colleague, Alice Stott from Oracy 21, the module proposes that along critical literacies, English Learners need a strong foundation in oracy.

Module 4 - Multilingualism in the United States and Around the World: Current Issues and Tensions - A Focus on the Conversation with Ofelia García

By Haiwen Chu

In this module, you will explore some of the broader societal attitudes and policies toward bilingualism, the concept of translanguaging in the everyday practice of bilingual individuals, and potential uses of translanguaging within classroom learning that can expand learner autonomy.

This professional learning module is centered on the ideas discussed during Aída Walqui's July 16, 2020, conversation with Ofelia García. The conversation focused on multilingualism and its implications for the design and enactment of quality instruction for students who are designated as English Learners that enables them to realize their full potential to become multilingual, multiliterate individuals.

Module 5 - Teaching and Learning Disciplinary Literacies at the Secondary Level: A Meaning-Making Perspective

By Meg Gebhard & Chalais Carter

This module explores the challenges many multilingual learners, often known as English Learners, face as they navigate public schooling and prepare for their futures. It will prepare you to set high expectations and provide high levels of scaffolding in order to enable them to read, write, and critique complex disciplinary texts at the secondary level while simultaneously maintaining a strong sense of the value of their linguistic and cultural resources in a multilingual world.

Module 6 - Equitable Policy and Practice for English Learners: What Should Teachers and School Leaders Know and Do?

By George C. Bunch

This module discusses the legal antecedents and guidelines that try to ensure quality and equity for English Learners. Given that policy is a blunt instrument, and that without definitions of what counts as quality education for language minoritized students, policy is not sufficient, this module also addresses key pedagogical issues.

Perspectives on English Language Learning: Aída Walqui in Conversation with Leading Scholars

In 2020, Aída Walqui led 12 conversations with renowned linguists and educators from around the world who have made significant contributions to the study of multilingualism.

Representing a wide variety of interests in the field, guest speakers shared their perspectives from American universities as well as research and development institutions from four different countries. These sessions raise important issues that are relevant in today's context for improving secondary education for English Learners.

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The Center strives to provide policymakers and practitioners compelling and actionable information that can lead to improvements in the field. Publications, briefs, professional learning activities, and webinars are just some of the resources we offer. In this research brief, we explain unexpected yet practical insights that we gained by seeking district leaders' participation in our online survey.

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Quality Student Interactions: Why Are They Crucial to Language Learning and How Can We Support Them?

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Quality Student Interactions: Why Are They Crucial to Language Learning and How Can We Support Them?

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De-Mystifying Complex Texts: What are "Complex" Texts and How Can We Ensure ELLs/MLLs Can Access Them?

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De-Mystifying Complex Texts: What are "Complex" Texts and How Can We Ensure ELLs/MLLs Can Access Them?

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The Zone of Proximal Development: An Affirmative Perspective in Teaching ELLs/MLLs

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The Zone of Proximal Development: An Affirmative Perspective in Teaching ELLs/MLLs

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Dispelling the Myth of "English Only": Understanding the Importance of the First Language in Second Language Learning

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Dispelling the Myth of "English Only": Understanding the Importance of the First Language in Second Language Learning

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Meaningful Classroom Talk: Supporting English Learners’ Oral Language Development

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Meaningful Classroom Talk: Supporting English Learners’ Oral Language Development

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Consider this interaction between a teacher and his students, most of them English language learners, in a ninth-grade English language arts class:

Teacher: Who wrote The Pearl, Carmen?

Carmen: Steinbeck wrote The Pearl.

Teacher: Very good. And Rosa, who is the main character in this novella?

Rosa: I guess the main character is Kino, although his wife, Juana, is also important.

Teacher: That's right. And why do we say The Pearl is a novella? Jim?

Now contrast it with the interaction other ninth-graders had in their English language arts/English language development class:

Teacher: As we begin to explore this short story, "The Necklace," written by a French author from the 19th century, Guy de Maupassant, I am inviting you to read the first four paragraphs with your partner using types of "Question-Answer Relationships."* We have practiced this process several times, so unless we require some explanation-[students signal they do not]-then, please get started. As you engage in reading and discussing, I would like you to focus on the character Mathilde and think about what kind of person she is. We will then focus on the problem she faces.

Rodrigo (after reading the first paragraph of "The Necklace" aloud to his partner, Martha): OK, I am going to ask you a "think and search" question. Did Mathilde grow up in a rich family?

Martha: I am not sure. I think no, because the paragraph says she could not marry a "rich and distinguished man" and had to marry a little clerk. Is that an employee? [Rodrigo nods his assent.] I guess it is because she is not rich. But she was very pretty and charming, right?

So now I am going to read the second paragraph. [She proceeds to read aloud to Rodrigo, then pauses and thinks.] I am confused, so I guess I will ask you a think and search question. The text says "with women there is neither caste nor rank, for beauty, grace and charm take the place of family and birth." Is the author saying that for women, money does not matter? Why did she marry a clerk then?

Rodrigo: Yeah, I agree. I don't fully understand. You said she was pretty but not rich. Now the second paragraph says that's in place of family and birth, so does that mean richness? Does it not matter if women are pretty? Does it matter or doesn't it matter? [Both students decide to raise these questions later during the whole-class discussion. Then Rodrigo proceeds to read the third paragraph to Martha.]

We have all observed classes resembling the first example, where the teacher already knows the answers to the questions being asked, as do most students. The exchange is just an exercise in reiterating the known using complete sentences. In contrast, students in the second example must actively consider the possibilities related to the text, by asking and responding to questions that reveal their understanding.

How do we ensure that all English language learners have opportunities to productively use oral language in academic settings? And how do we ensure that teachers leverage the power of classroom interactions to simultaneously foster language development, content knowledge, and analytical practices? In this article, we offer answers to these questions-and clarify common misconceptions-by presenting guidelines supported by both research and classroom practice.

A Framework for Oral Language

If English language learners (ELLs) are going to productively engage in classroom discourse and express their thinking related to content learning goals, teachers must create a trusting classroom culture in which students feel that whatever level of language they can produce, their contributions will be valued by their teacher and peers and will never be subject to ridicule, sanctions, or negative comparisons. ² Establishing classroom norms such as close listening to understand the ideas ELLs are conveying and showing respect to each other during their interactions (learning, of course, from the models their teachers provide) is essential for successful oral language use. Students need to know that interrupting their peers as they are formulating ideas and finishing their sentences for them are not desirable classroom norms.

As teachers plan to engage students in oral interactions, the framework shown in Figure 1 below can help guide their support for their students' work and language development. The framework comprises six interconnected levels.
(click image for larger view)
First, teachers need to ensure that students clearly understand the purpose of the interaction they are being asked to undertake. For example, are they supposed to read a text and elaborate their thinking, highlighting what they understand and what they don't? Are they engaged in describing a scene to somebody who has not seen it? Are they being asked to make a prediction after observing phenomena they will later investigate?

Second, teachers need to make sure students have ideas upon which they will elaborate. For example, have they noticed the most important aspects of the scene (the background, main character(s) presented, what they are doing, other relevant details) on which they will center their description?

Third, teachers need to help students organize their thoughts and ensure their language follows specific patterns. For example, descriptions of a scene from a text cannot begin with sentences such as, "He kicks it, it breaks." Students need to first indicate the setting of the scene, then introduce the characters, describe them, and explain what they are doing. This sequence is essential to help participants engaged in a conversation paint pictures in their minds. Organization is marked by phrases that can be provided to students as formulaic expressions (which we discuss later in this article) to use: ³ "The picture we have shows a..." "We can see a..." "Our scene takes place in a..." "Based on my observation..." "The two historical contexts are..."

Fourth, teachers need to consider the types of sentences students produce and judiciously highlight how they may be combined and expanded to produce more complex language. Increasing complexity can be accomplished with the use of connectors and conjunctions, such as "besides," "furthermore," "additionally," "however," etc.

Fifth, teachers must pay attention to the words students use. Is one word repeated several times in an interaction? If so, teachers can take the opportunity to introduce a synonym. Do students incorrectly or imprecisely use a term? Teachers can take a moment to clarify usage and meaning.

Finally, when students are ready to present their work to others, teachers can focus on the pronunciation of carefully selected elements-only those that interrupt understanding.
Traditionally, many educators have been taught to focus on correcting student utterances by zeroing in on form and not on meaning. As a result, our framework may initially feel counterintuitive, but the more educators rely on it, the more it will assist them in supporting students' language growth.

Productive Talk

As a general pattern, we educators often talk too much, no doubt influenced by our "apprenticeship of observation" that began when we were students ourselves. ⁴ However, given the centrality of talk in learning, this pattern needs to change. By some estimates, ELLs spend less than 2 percent of their school day in oral interaction. ⁵ Teachers must find ways to provide students learning opportunities that engage them in productive talk and then listen carefully to the language they use in order to support their continued growth.

By productive talk, we mean speech that has the following characteristics:

Has depth: the specific idea being discussed is central to the theme of the lesson, is presented in interconnected ways, and engages students' analytical thinking.

Is sustained: one student's statement is followed by another student's response, which extends, refutes, or questions what was first said.

Is student controlled: students control what they say, not the teacher. But teachers set up parameters for the interactions, sometimes framing questions that start the conversation. These questions are intended to communicate new related ideas, propose counter ideas or examples, and in general enhance the theme at work.⁶

Now consider these characteristics in an English for Speakers of Other Languages (ESOL) class, which comprises students with varied levels of English competence. ⁷ "Language" is the theme of the students' exploration, and this was the third class on the topic. Table 1 below shows the deliberate moves of the teacher, Mr. DeFazio, during the lesson and the students' interactions. The text in the table indicates the multiple instances of productive talk that he promotes with his directions and actions.
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Let us look more closely at a specific interaction that occurred in the lesson after a student, Lavinia, reads the beginning of a letter she wrote about animal communication, and another student, Julio, reacts to one of her statements that animals do not have language.

Julio: Animal communication is not a language? It is a language-that's what I think-because they are communicating with each other.

Lavinia: But they don't speak.

Class: [Many students agree with Julio, saying "Yes, they do," or nodding.]

Julio: You said a language can have words, sounds, gestures, and everything.

Class: [Many students are in agreement with Julio's ideas once again.]

Lavinia: But they don't have words. They don't say "mama."

Julio: They don't need to. They have other characteristics. In animal language, some of the characteristics that you said are present-sound, pitch, gestures-so it is a language.

Mr. DeFazio: Julio is arguing very strongly that animal communication is language. Lavinia is saying that it's not. What do you think would be a way to help them resolve that argument in their writing?

Class: [The discussion continues and a resolution emerges. Then Julio reads a section of his letter.]

Mr. DeFazio: A lot is going to depend on how you define language, OK? You can define it in such a way as to exclude what animals do; you can define it in a very broad way, as a system of communication that includes everything. You are going to find linguists and zoologists who disagree, and if you are interested, I can give you some readings that were in the journal Science last year, people arguing back and forth.

Julio (reading his letter): First of all, I think that language is a way to inform others around you, your feelings, or just a simple thing that you want to let people know what is the deal. And it can be expressed by saying it, looking at a picture, or hearing it, you know what I'm saying? I don't know if you have heard about the kangaroo rat that stamps its feet to communicate with other rats. It's really funny 'cause we humans have more characteristics to communicate to each other, but we still have problems to understand other people. Characteristics like sound, grammar, pictures, and body language are some of them, while the rat only uses the foot. [Julio stamps the ground.]

Mr. DeFazio: Excellent! [The class applauds.] I never even heard about the kangaroo rat. Nice job, nice job. [Mr. DeFazio shakes Julio's hand.]

Applying the framework illustrated in Figure 1 to this interaction, we notice that students are clearly aware that the purpose of this exercise is to compare diverse positions on communication and to debate whether animals have language or not, providing evidence for their positions. They have ideas, and they choose which ones to debate based on a diversity of opinions. Mr. DeFazio's opportunity to correct student work, suggest changes, ask for elaboration, and so forth comes in the letters he is asking his students to construct. This written product is intimately tied to oral production. Oral activity feeds into writing, and writing produces oral activity.

In terms of productive talk, in Mr. DeFazio's class, students' analytic thinking is engaged, their interaction is sustained, and they control what they say. Mr. DeFazio has chosen a theme for the lesson that appeals to the students, and he has deliberately planned their active engagement throughout. As a result, the interaction engages students in deep thinking as they compare views on language.

Now that we have seen the characteristics of quality interactions for ELLs in practice, in the next section, we provide guidelines for promoting quality interactions during content lessons.

Six Guidelines for Promoting Quality Interactions

1. Design lessons that involve ELLs' participation in subject-specific and substantive oral practice to accomplish clearly defined lesson goals: Planning a lesson always begins with establishing the destination: Where do teachers need to lead students? Teachers should ask: Are my goals closely related to content standards? What is the knowledge that will be constructed? Which analytic practice will be promoted? What is the language (beyond isolated words or sentences) that will need to be developed? Unless teachers themselves are clear about the goals of a lesson, they will not be able to plan the tasks and activities that support students' language and conceptual development.

2. Construct tasks that appropriately scaffold student participation and growth: Tasks need to be deliberately constructed to engage students in working beyond their current competence. Such tasks should promote worthwhile interactions for students to acquire new conceptual understandings and analytical skills and language. They should also have appropriate scaffolds, which entail teachers closely observing students to ascertain whether the support is working, whether it is still needed, or whether it needs to be modified or replaced.

3. Make sure the task is designed to meet its purposes and the materials used are appropriate to support students working at the edge of their competence successfully: Learning is most effective when tasks are designed to match students' current competencies and also challenge them to move forward, with support.

4. Make sure that activities or tasks follow and precede others logically to build coherent lessons: Leading students to increasingly more complex demands is essential if teachers want their lessons to flow smoothly and to incrementally build ELLs' understanding.

5. Integrate reading and writing into oral development activities: Oral interaction while reading texts not only allows ELLs to understand the text more deeply but also helps them develop awareness of what they understand as they read and what they can do to solve problems in reading.

6. Be selective in addressing errors and intentional in providing feedback: When ELLs use English to develop their understanding of content and their use of analytical practices, often their language will be neither accurate nor fully formed, although the intent of their communication will be apparent. Imagine, for a moment, the impact on ELLs' motivation and self-esteem if teacher responses to inaccuracies constituted a constant flow of error correction. Instead, consider formative feedback to students as invitations to understand how they are progressing in language development and to provide a resource for how they can advance. When feedback is given to students about language while they are learning discipline-specific content, the feedback should focus on language so that students can make sense of the academic content, rather than on correcting errors of language production. As such, feedback can increase the students' awareness and help them troubleshoot their own performance and eventually correct their own language.⁸

There is no hard and fast rule about how much feedback students should receive or how often it should be provided; this is a decision teachers will need to make for themselves, given their knowledge of their students, their language and content goals, and the students' current language use. However, because of the powerful impact that feedback can have on learning, ⁹ we advise teachers to make providing feedback a regular and routine part of their classroom practice.

Common Misconceptions

Designing and facilitating meaningful classroom talk is essential for ELLs-indeed for all students-to develop more extended and sophisticated language use while simultaneously learning subject matter. Yet in too many U.S. classrooms, we find ELLs sitting silently, watching their teachers do all the work, and waiting for opportunities to fully engage cognitively and linguistically.

By way of concluding thoughts, we outline five pitfalls to avoid in thinking about language learning, and we provide suggestions for how teachers can engage students in sustained, high-quality classroom talk.

Misconception 1: Sentence frames that provide students with a way of expressing their ideas about specific situations are helpful to them.

A sentence frame is basically a fill-in-the-blank type of activity that invites only one correct answer. Sometimes it can be open and provide starters for students (also called sentence starters for this reason) to be filled in any way. However, these starters may not provide students with phrases they can use time and time again in academic situations. ¹⁰ For example: "The main character in The Pearl is a modest and loving man, furthermore..." "His wife, Juana, loves Kino and Coyotito, their baby, and because of that..."

In addition to using sentence frames, we suggest teachers use formulaic expressions, which are phrases that help start or link ideas and can be used in many situations. Initially, students learn them as unanalyzed chunks, almost as if they were one word. Later on, as students learn more English, they begin to realize the formulaic expressions are formed by several words. Formulaic expressions are extremely useful in students' development of English and in making their interaction with peers possible and more effective. Examples of formulaic expressions are: "I agree with you, and I can add that..." "May I suggest a couple of other ideas? One example I can offer..."

Misconception 2: Correct mistakes students make as they talk or they will "fossilize."

Historically, correctness has been regarded as paramount in second language learners' use of English. More recently, however, researchers' attention has shifted to the larger components of communication, as discussed before: purpose, ideas, organization, types of sentences, vocabulary, and pronunciation. Fossilization, a concept popular in the 1980s, refers to the inability of second language learners to learn the correct forms of language if they continually misuse them. Our perspective, consistent with that of multiple applied linguists, is that language keeps evolving as a result of continuous practice. It may fossilize if it is no longer used productively or receptively. However, in their schooling, students will be invited to engage in uses of language continuously, and thus, they will have ample opportunities to correct themselves or be corrected by others.

Misconception 3: Rather than correcting students' ungrammatical oral language, it is better to provide them with recasts, which model correct English in response to students' mistakes.

It is common for teachers to believe that rather than correcting a student's mistakes-and putting him or her on the spot-it is better to repeat what a student has said, this time changing the student's utterance into grammatical English. They think that recasting saves a student's face and that it is a less authoritarian approach.

Research, however, shows that these implicit corrections may not be productive. ¹¹ Students do not take teachers' recasts as corrections, but rather as reiterations of the idea and as acceptance of students' comments as being right. When the time is appropriate to focus on selected language forms to study and correct, the correction and expansion activity needs to be made explicit.

Misconception 4: Sustained, focused interactions are possible starting in fourth or fifth grade, but lower elementary students are not mature enough to carry them out because they get too impatient with the task and with each other.

Recently, during an open house at an elementary school in Portland, Oregon, one of us (Aída) had the opportunity to visit three classes. The first one was a kindergarten class. The teacher, Mr. Andanen, was preparing students to read and discuss Julius, the Baby of the World, a book by Kevin Henkes, an author the students were already familiar with because they had enjoyed reading three of his other books in class.

To introduce the book, Mr. Andanen set up nine stations around the room and invited students to walk through them. At each station, a picture illustrating a scene from the book was prominently displayed. Students were asked to rotate around the stations every three minutes. At each station, students needed to stop, look at the picture, and explain what they noticed. The teacher had asked students to use a "talking stick" so that the turns to speak were democratically divided within the group at each station. Peers had to listen attentively to the speaker and agree with, disagree with, or expand on what the student said. Formulaic expressions such as "In this picture, I notice..." and "I noticed that, too, and I want to add..." were familiar to the group. At one station, Aída heard the following exchange:

Student 1: I notice a woman holding a big baby. Her mouth is open. I think she is crying.

Student 2: I also noticed she had her mouth open, but I don't think she is crying. I think she is singing.

Student 3: I also noticed the woman with the big baby, and I want to add that he is very heavy. Perhaps that is why she is screaming.

The exchange shows that Mr. Andanen has created an environment that enables young children to notice and use language in purposeful ways. Although the students were only in kindergarten, they clearly articulated their ideas and listened to others. They showed they will soon be ready to start exploring the book more deeply so that they can eventually write an opinion piece based on evidence from the text about which Henkes book was their favorite.

Misconception 5: All students in a class need to master the same levels of oral development as a result of participating in lessons.

Because not all students in a class will be at the same starting point, a robust activity provides multiple entry points for all students to engage as they learn. The important idea is that they should all be gaining-not that all of them will arrive at the same point, in exactly the same way, developing at exactly the same level. This would only be possible if what is learned is limited, and if the learning demands recall. This is not necessarily what we want in education. Rather, we want to produce individuals who are thoughtful, engaged, and conscious of their own development.

English language learners bring valuable assets and immense potential to school. The role of educators is to realize that potential in deep and accelerated ways. Each classroom teacher must ensure the path to that development is paved with meaningful interactions to help students develop language skills, gain conceptual understanding, and learn academic content. Our students deserve no less.
Aída Walqui is the director of the teacher professional development program at WestEd. Previously, she taught in the Division of Education at the University of California, Santa Cruz, and at the Stanford Graduate School of Education. Margaret Heritage is a senior advisor at WestEd and was previously an assistant director at the National Center for Research on Evaluation, Standards, and Student Testing at the University of California, Los Angeles.
*Taffy Raphael's Question-Answer Relationships framework ¹ is intended to call students' attention to the kinds of questions that may be asked about a text. In this class, students work in pairs, announcing first the type of question he or she will ask to increase the other student's awareness of the types of meaningful connections the question seeks. ( back to the article)

Endnotes

1. Taffy E. Raphael, "Teaching Question Answer Relationships, Revisited," The Reading Teacher 39 (1986): 516-522.

2. Alison L. Bailey and Margaret Heritage, Progressing Students' Language Day by Day (Thousand Oaks, CA: Corwin, 2018).

3. See Rod Ellis, Instructed Second Language Acquisition: A Literature Review (Wellington, New Zealand: Ministry of Education, 2005).

4. Dan C. Lortie, Schoolteacher: A Sociological Study (Chicago: University of Chicago Press, 1975).

5. Diane August, referenced in Ivannia Soto-Hinman, "Increasing Academic Oral Language Development: Using English Language Learner Shadowing in Classrooms," Multicultural Education 18, no. 2 (Winter 2011): 21-23.

6. Aída Walqui and Leo van Lier, Scaffolding the Academic Success of Adolescent English Language Learners: A Pedagogy of Promise (San Francisco: WestEd, 2010).

7. Anthony DeFazio and Aída Walqui, Where Do You Want to Go Next? (San Francisco: WestEd, 2001), DVD.

8. David J. Nicol and Debra Macfarlane‐Dick, "Formative Assessment and Self‐Regulated Learning: A Model and Seven Principles of Good Feedback Practice," Studies in Higher Education 31 (2006): 199-218.

9. See, for example, John Hattie and Helen Timperley, "The Power of Feedback," Review of Educational Research 77 (2007): 81-112.

10. For more on sentence frames, see Ellis, Instructed Second Language Acquisition.

11. Ahlem Ammar and Nina Spada, "One Size Fits All? Recasts, Prompts, and L2 Learning," Studies in Second Language Acquisition 28 (2006): 543-574; Ellis, Instructed Second Language Acquisition; and Roy Lyster, "Differential Effects of Prompts and Recasts in Form-Focused Instruction," Studies in Second Language Acquisition 26 (2004): 399-432.

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Consider this interaction between a teacher and his students, most of them English language learners, in a ninth-grade English language arts class: Teacher: Who wrote The Pearl, Carmen? Carmen: Steinbeck wrote The Pearl. Teacher: Very good. And Rosa, who is the main character in this novella?

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SBE-Adopted ELA/ELD Framework - ELA/ELD Framework (CA Dept of Education)

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The State Board of Education adopted the English Language Arts/English Language Development (ELA/ELD) Framework at its July 9, 2014, meeting. This is the final, edited digital version of the ELA/ELD Framework, published July 2015.

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CDE K-12 Integrated and Designated ELD Video Series

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CDE K-12 Integrated and Designated ELD Video Series

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California English Language Development Standards: Kindergarten Through Grade 12
California English Language Development Standards (PDF)
The California English Language Development Standards (CA ELD Standards) amplify the California State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (ELA/Literacy). The CA ELD Standards, when used in tandem with state content standards, assist English learner students to build English proficiency, refine the academic use of English, and provide students access to subject area content.

EL students need a purpose for using language (social function), need to understand how to use the language meaningfully, and access resources to be knowledgeable in language selection to be precise and convey exact meaning.

The SBE adopted the CA ELD Standards in November 2012.

The CA ELD Standards are available as a free download. Printed publications of the CA ELD Standards may be purchased through the California Department of Education (CDE) Press Educational Resources Online Ordering web page.

CA ELD Standards Webinars

CA ELD Standards Webinar 1 Links
This page includes links to the resources referenced throughout the webinar.

Chapter 4, Theoretical Foundations and the Research Base of the California English Language Development Standards

Chapter 5, Learning About How English Works; and

Chapter 6, Foundational Literacy Skills for English Learners

CA ELD Standards Webinar 2 Links
This page includes links to the resources referenced throughout the webinar.

CA ELD Standards Webinar 3 Links
This page includes links to the resources referenced throughout the webinar.

CA ELD Standards Webinar 4 Links
This page includes links to the resources referenced throughout the webinar.

Webinar 5: California ELD Standards Part II: Learning About How English Works (Video; 1:08:08) This webinar was recorded on May 22, 2024. It provides a detailed presentation of Part II: Learning About How English Works, of the California ELD Standards to gain a better understanding of the standards and discuss how to develop appropriate integrated and designated ELD instruction for EL students.

CA ELD Standards Webinar 5 Links
This page includes links to the resources referenced throughout the webinar.

CA ELD Standards Implementation Plan

Letter presenting the CA ELD Standards Implementation Plan to the Governor
Following adoption of the CA ELD Standards, EC Section 60811.3 (e) required the State Superintendent of Public Instruction and the SBE to present to the Governor, and the appropriate policy and fiscal committees of the Legislature, a schedule and implementation plan for integrating the CA ELD Standards into the public education system.

CA ELD Standards Implementation Plan (PDF)
The CA ELD Standards Implementation Plan identifies major phases and activities in the implementation of the CA ELD Standards throughout California's educational system. The plan describes the philosophy of, and strategies for, the successful integration of the CA ELD Standards that align to the ELA/Literacy Standards to address English language and literacy skills EL students need in key content areas. The goal of the CA ELD Standards Implementation Plan is to serve as a guide of the major steps in the development, adoption, and implementation of the CA ELD Standards for LEAs.

Integrated and Designated ELD

Integrated ELD is instruction in which the California English Language Development Standards (CA ELD Standards) are used in tandem with the state-adopted academic content standards (Title 5 California Code of Regulations [ CCR] Section 11300[c]).

Designated ELD is instruction provided during a protected time in the regular school day for focused instruction on the state-adopted ELD standards. During designated ELD, EL students develop critical English language skills necessary for accessing academic content in English. (5 CCR Section 11300[a]).

The following resources are available to support administrators and teachers to design, implement, and enhance integrated and designated ELD instruction for EL students.

Integrated and Designated ELD Video Series

The ELD Video Series tab contains videos demonstrating designated ELD and related integrated ELD instruction for ELA, mathematics, and science in grades transitional kindergarten/kindergarten through grade twelve.

Integrated and Designated ELD Letter to the Field (Dated December 18, 2019)
The California Department of Education (CDE) and the SBE provides the field with guidance for integrated and designated ELD instruction and additional resources.

English Learner Toolkit of Strategies, Volume 1
The toolkit provides high leverage strategies to increase English language proficiency in both integrated and designated ELD. The toolkit was developed by the Curriculum and Instruction Steering Committee (CISC) ELA/ELD CISC Subcommittee ELD Workgroup.

Expanded View of the ELA/ELD Framework Resources
A collection of resources that support the implementation of the ELA/ELD Framework, including integrated and designated ELD instruction for English learners.

ELA and ELD Implementation Support Videos
Videos from the Implementation Support for the ELA/ELD Framework web page are organized by key theme and area of focus, including integrated and designated ELD.

Content Standards and Curriculum Frameworks

Content Standards
Content standards defining the knowledge, concepts, and skills that students should acquire at each grade level in mathematics, science, history-social science, visual and performing arts, world languages, computer science, health education, and other content areas.

ELA/ELD Framework
The ELA/ELD framework, specifically Chapter 2, provides guidance for implementing the CA ELD Standards for integrated and designated ELD instruction. Chapters three through seven provide guidance for the implementation of ELA/ELD instruction specific to each grade level.

ELA/ELD Framework Vignettes Summary Sheet
The vignette summary sheet is organized so that each grade level section has a pair of vignettes that can be interpreted together: an ELA/Literacy with integrated ELD vignette and a companion designated ELD vignette.

ELA/ELD Framework Vignettes and Snapshots Chart
Snapshots and vignettes for each grade level with the chapter and page numbers, and indicates the different content areas each snapshot and vignette addresses in the ELA/ELD Framework.

All Curricular Frameworks
SBE-adopted curricular frameworks for mathematics, science, history-social science, visual and performing arts, health education, and other content areas.

Integrated and Designated ELD Video Series

ELD Video Series Home | Transitional Kindergarten-Kindergarten Videos | Grade One Videos | Grade Two Videos | Grade Three Videos | Grade Four Videos | Grade Five Videos | Grade Six Videos | Grade Seven Videos | Grade Eight Videos | Grade Nine Videos | Grade Ten Videos | Grade Eleven Videos | Grade Twelve Videos

The California Department of Education (CDE) developed a series of videos demonstrating integrated ELD instruction and its related designated ELD instruction during ELA, mathematics, and science. The Integrated and Designated ELD Video Series demonstrates the relationship between the California English Language Development Standards (CA ELD Standards) and the state content standards. When used in tandem, English learner students build English proficiency, refine academic use of English, and access subject area content in transitional kindergarten/kindergarten through grade twelve.

The videos in this series feature teachers delivering integrated and designated ELD instruction to English learner students. Teachers use the CA ELD Standards to design intentional and purposeful ELD instruction that supports English learners to learn English and apply academic use of English through various content areas. English learners are equipped with linguistic resources and experiences to meaningfully engage with grade-appropriate text and contribute to academic discussions with their peers and teachers.

The CDE ELD Video Series: Administrator's Guide for Facilitating Remote Professional Learning (DOCX) provides guidance and resources for facilitating remote professional learning using the CDE ELD Video Series.

For additional guidance on how to adapt ELD in distance learning, click on the ELD Distance Learning tab.

This video series aligns with the California English Learner Roadmap Policy, Principle Two-Intellectual Quality of Instruction and Meaningful Access, where English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency. These experiences integrate language development, literacy, and content learning as well as provide access for comprehension and participation through native language instruction, native language support, and scaffolding lessons in English.

ELD Video Series Webinars

These webinars are designed to engage the field and support educators in incorporating the Integrated and Designated ELD Videos Series into professional learning settings.

The archived webinar recordings are available through the WestEd Webinar Series on the CDE Integrated and Designated ELD Video Series web page.

ELD Frequently Asked Questions (FAQs)

Answers to the questions most asked related to ELD.

1. What is designated ELD?

Designated ELD is instruction provided during a time set aside in the regular school day for focused instruction on the state-adopted ELD standards. During designated ELD instruction, EL students are assisted in developing critical English language skills necessary for accessing academic content in English. (Title 5 California Code of Regulations Section 11300[a]).

2. What is integrated ELD?

Integrated ELD is instruction in which the state-adopted ELD standards are used in tandem with the state-adopted academic content standards. Integrated ELD includes specially designed academic instruction in English (5 California Code of Regulations Section 11300[c]).

3. Are LEAs required to provide integrated and designated ELD for each EL student?

Yes. LEAs shall provide language acquisition programs for EL students and any language acquisition program shall be designed using evidence-based research and include both integrated and designated ELD (5 California Code of Regulations Section 11309). For information on designated and integrated ELD, see pages 346 and 347 of the California Department of Education publication, Improving Education for Multilingual and English Learner Students: Research to Practice (PDF) .

4. What is the minimum number of minutes required for ELD instruction?

An LEA determines the amount of time and frequency of the integrated or designated ELD instruction to support EL students in overcoming language barriers and recouping academic deficits that may be incurred while learning English. An LEA should evaluate the design and implementation of its EL instructional program to ensure it is meeting its intended goals (5 California Code of Regulations Section 11302; Castaneda v. Pickard [5th Cir. 1981] 648 F.2d 989, 1009-1011).

5. Are EL students required to have access to the standard instructional program?

According to EC Section 60811.8 , EL students cannot be denied access to the standard instructional program.

6. Are there instructional materials available for integrated and designated ELD instruction?

In 2015, the SBE adopted instructional materials for ELA and ELD programs. Information is available on the California Department of Education 2015 ELA/ELD Adoption web page.

7. Must an LEA purchase ELD instructional materials from the SBE adoption list?

No. California EC Section 60210, addresses use of instructional materials not adopted by the SBE. Also, please see FAQ #46 on the 2015 ELA-ELD Adoption Frequently Asked Questions (FAQs) web page.

Note that the SBE does not provide an adoption list for materials in grades 9 to 12. For questions regarding ELA/ELD instructional materials adoption, contact the California Department of Education Curriculum Frameworks and Instructional Resources Division by phone at 916-319-0881 or by email at CFIRD@cde.ca.gov.

8. Are there resources available to help teachers prepare to provide integrated and designated ELD instruction?

Teachers can consult the California English Language Development Standards (CA ELD Standards) (PDF) publication for guidance on the development of integrated and designated ELD instruction. Proficiency Level Descriptors are discussed on pages 18-24. The following chapters might also be helpful: Chapter 4: Theoretical Foundations and the Research Base of the CA ELD Standards; Chapter 5: Learning About How English Works; and Chapter 6: Foundational Literacy Skills for English Learners.

Teachers may also consult the ELA/ELD Framework (PDF) in connection with the implementation of integrated and designated ELD instruction and Improving Education for Multilingual and English Learner Students: Research to Practice (PDF) to inform on instructional practices that support ELD instruction for EL students at the elementary and secondary levels.

In addition, the CA ELD Standards Webinar Series recordings and the Integrated and Designated ELD Video Series are resources that might offer additional support teachers in providing integrated and designated ELD instruction. These resources are available on the California Department of Education ELD Standards web page.

Also, see question 6, above.

9. Can a parent opt their child out of ELD and EL services?

A parent has the right to opt their child(ren) out of, or decline, the EL program or a particular EL service that an LEA provides, and LEAs must notify parents of this right (20 United State Code [U.S.C.] Section 6312[e][3][A][viii]). The student maintains their status as an English learner and LEAs must continue administering the Summative English Language Proficiency Assessments for California (ELPAC) or Summative Alternate ELPAC to the EL student annually until reclassification occurs (20 U.S.C. 6311[b][2][G], 6823[b][3][B]).

For information regarding an LEA's obligation to EL students who have opted out of EL services, an LEA may consider reviewing the EL Toolkit Chapter 7: Tools and Resources for Serving English Learners Who Opt Out of EL Programs , available from the U.S. Department of Education website. Generally, the EL Toolkit should be read in conjunction with the Dear Colleague Letter, "English Learner Students and Limited English Proficient Parents", (January 2015) (PDF), available from the U.S. Department of Education website.

10. May ELD be taught by any teacher, regardless of qualifications?

11. Is integrated and designated ELD required in language acquisition programs, such as dual language immersion settings?

Yes. Integrated and designated ELD is required for all EL students in language acquisition programs, including settings such as dual language immersion ( EC sections 305[a][1], 306[c]; 5 California Code of Regulations sections 11300[d], 11309).

Professional Learning Resources

These resources were developed by the California Department of Education (CDE) and outside agencies to assist educators implement the California English Language Development Standards (CA ELD Standards) and enhance integrated and designated ELD instruction for EL students.

CDE Resources

Integrated and Designated ELD

Click on the Integrated-Designated ELD tab to find these and other resources that support teachers and administrators to design, implement, and enhance integrated and designated ELD instruction for EL students.

Integrated and Designated ELD Video Series

Click on the ELD Video Series tab to find the videos demonstrating designated ELD and integrated ELD instruction for ELA, mathematics, and science in transitional kindergarten/kindergarten through grade twelve.

Implementation Support for the ELA/ELD Framework
Collection of resources supports the implementation of the ELA/ELD Framework.

ELA and ELD Implementation Support Videos
These videos are compiled from those posted on the Implementation Support for the ELA/ELD Framework web page. They are further organized by key theme and area of focus. These select videos support the related guidance in the ELA/ELD Framework

Other Resources

English Learner Toolkit of Strategies, Volume 1
This toolkit includes a resource for teachers to help EL students accomplish particular learning goals. The toolkit provides high leverage strategies to increase English language proficiency in both integrated and designated ELD. It addresses reading, writing, listening, and speaking for literacy in the twenty-first century, connects to task types found in the English Language Proficiency Assessment for California, and provides a checklist that includes strategies for word, sentence, and text level understanding. The toolkit was developed by the CISC ELA/ELD CISC Subcommittee ELD Workgroup.

ELD Instructional Resources

The following resources are available to support teachers and administrators as they design, implement, and enhance integrated and designated ELD instruction for English learner students in ELA, mathematics, science, and other content areas.

English Language Development

English Parent/Guardian ELD Overview Brochures (PDF)
Spanish Parent/Guardian ELD Overview Brochures (PDF)
These brochures explain the California English Language Development Standards (CA ELD Standards) to parents/guardians, providing insights into what students will learn and highlighting the progression from kindergarten through grade twelve.

Implementation Support for the ELA/ELD Framework
Collection of resources that support the implementation of the ELA/ELD Framework.

ELA and ELD Implementation Support Videos
These videos are compiled from those posted on the Implementation Support for the ELA/ELD Framework web page. They are further organized by key theme and area of focus. These select videos support the related guidance in the ELA/ELD Framework.

Additional California Department of Education (CDE) Resources

Spanish Language Development Standards
The Spanish Language Development Standards are the Spanish translation of the CA ELD Standards with linguistic augmentations.

Clearinghouse for Multilingual Documents
The Clearinghouse for Multilingual Documents is a secure database to assist LEA staff in locating parent notification documents translated into non-English languages.

California State Content Standards

Next Generation Science Standards for California
The Next Generation Science Standards were developed to prepare California students to be future citizens and future scientist.

Content Standards
Content standards were designed to encourage the highest achievement of every student by defining the knowledge, concepts, and skills that students should acquire at each grade level in mathematics, science, history-social science, visual and performing arts, world language, computer science, health education, and other content areas.

Curriculum Frameworks

English Language Arts/English Language Development Framework
The 2014 ELA/ELD Framework was developed to support and incorporate the ELA/Literacy and the CA ELD Standards for implementation of these interrelated Standards. The SBE adopted the ELA/ELD Framework in 2014.

Science Framework
The 2016 Science Framework was developed to support the implementation of the Next Generation Science Standards.

Mathematics Framework
The 2013 Mathematics Framework supports the implementation of the CA Mathematics Standards by emphasizing mathematical instruction and learning that focus on key topics, build mathematical understanding and fluency in a coherent manner, and develop students' ability to apply mathematics creatively to analyze and solve complex problems.

All Curricular Frameworks
The SBE-adopted curricular frameworks for mathematics, science, history-social science, visual and performing arts, world languages, career technical education, health education, and other content areas.

California English Learner Roadmap Policy

CA English Learner Roadmap (CA EL Roadmap) Policy
The CA EL Roadmap SBE Policy: Educational Program and Services for English Learners explicitly focuses on English learner students in the context of the state's efforts to improve the educational system, the quality of teaching and learning, and educational outcomes. It centers on standards, curriculum frameworks, assessment, accountability and school improvement, educator quality, early childhood and preschool, social and family support services, parent and community involvement, and higher education. Its purpose is to promote local capacity-building and continuous improvement in each of these areas and their interrelationship, based on evidence of effectiveness from local experience as well as the most current rigorous research evidence that speaks to the strengths and needs of the diverse population of English learner students.

CDE Publications

The 2010 CDE publication, Improving Education for English Learners: Research-Based Approaches, assists school districts in the design, implementation, and evaluation of programs for English learner students. It also assists educators in addressing the instructional needs of English learner students and supporting the implementation of ELD, as well as the subject-matter standards and frameworks. This publication is available for purchase on the CDE Press Online Ordering web page.

State and Federal Legal Citations

California Education for a Global Economy Initiative (CA Ed.G.E.)-Proposition 58
School districts and county offices of education will solicit input on, and provide to students, effective and appropriate instructional methods including, but not limited to, establishing language acquisition programs, as defined in EC Section 306. This requirement is intended to ensure that all students, including English learners and native speakers of English, have access to the core academic content standards, including the English language development standards, as applicable, and become proficient in English.

California Code of Regulations

CA Ed.G.E. Initiative-Proposition 58
The CA Ed.G.E. Initiative (Proposition 58) ensures that all children in California public schools receive the highest quality education, master the English language, and access high-quality, innovative, and evidence-based language programs that prepare them to fully participate in a global economy. The CA Ed.G.E. Initiative authorizes school districts and county offices of education to establish language acquisition programs for both native and non-native English speakers, and requires school districts and county offices of education to solicit parent and community input in developing language acquisition programs.

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English Language Development Standards - Multilingual Learners (CA Dept of Education)

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The English language development (ELD) standards, ELD video series, information, and resources to assist local educational agencies (LEAs) design, implement, and enhance integrated and designated ELD instruction for English learner (EL) students.

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Long-Term English Learners in California

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Long-Term English Learners in California

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Long-Term English Learners in California

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As California works to better serve all students it has recently added a new long-term English learner (LTEL) category to its accountability dashboard. New research on LTEL characteristics, locations, and academic performances will be key to helping LTELs reach English proficiency.

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Renewing Our Promise: Research and Recommendations to Support California’s Long-Term English Learners

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Renewing Our Promise: Research and Recommendations to Support California’s Long-Term English Learners

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1. Home

2. Resources
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Renewing Our Promise By Manuel Buenrostro & Julie Maxwell-Jolly, Ph.D. Californians Together's newest LTEL report includes updated LTEL background and outcome information; research landscape summary; review of policy changes; survey results from 107 California school districts with the highest number and/or percentage of LTELs; examples of successful strategies for serving LTEL students and those at risk of being LTELs; and state and local policy recommendations.

$20.00

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Renewing Our Promise - Californians Together

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Home Resources / Renewing Our Promise By Manuel Buenrostro & Julie Maxwell-Jolly, Ph.D. Californians Together's newest LTEL report includes updated LTEL background and outcome information; research landscape summary; review of policy changes; survey results from 107 California school districts with the highest number and/or percentage of LTELs; examples of successful strategies for serving LTEL students and those at risk of being LTELs; and state and local policy recommendations.

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Meeting the Unique Needs of Long Term English Learners: A Guide for Educators

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Meeting the Unique Needs of Long Term English Learners: A Guide for Educators

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Long-Term English Learner (LTEL) Students - Accessing Educational Data (CA Dept of Education)

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An overview of the LTEL definitions used for data reporting.

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Newcomer Toolkit (2023), Office of English Language Acquisition

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Newcomer Toolkit (2023), Office of English Language Acquisition

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There are nearly 5 million English language learners in U.S. public schools today. By 2025, 1 in 4 students in the U.S. will be an ELL. In California, there are over 2, 280 ,000 Ever-ELs and over 175,000 Newcomers. The Central Valley has over 341, 000 Ever - ELs. Teachers and administrators need to be equipped to continue providing the best tools for student learning both in and outside the classroom.

Come join fellow California educators to collaborate on the instructional needs and best practices for Newcomers. By leveraging the expertise of others, this Network will serve as a learning community with the common interest/goal of gaining knowledge related to Newcomer students. At each meeting, a vetted Newcomer expert will join us to share resources and answer questions. Through the process of sharing information and experiences with the group, members will learn from each other and have an opportunity to develop personally and professionally in implementing best practices for supporting Newcomer success.

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CANN GUEST SPEAKER DR. DIANE STAEHR-FENNER

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Students of a national-origin-minority who are limited in English language proficiency (United States Department of Education, Office for Civil Rights, 2016). The acronym ELL or ELLs, is used to refer to students whose home/native language is any language other than English, and who are in the process of learning academic English (CDE, 2015).

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Homepage | Multilingual Students with Exceptional Needs

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Students of a national-origin-minority who are limited in English language proficiency (United States Department of Education, Office for Civil Rights, 2016). The acronym ELL or ELLs, is used to refer to students whose home/native language is any language other than English, and who are in the process of learning academic English (CDE, 2015).

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Practitioners' Guide for Education EL Students with Disabilities

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Practitioners' Guide for Education EL Students with Disabilities

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Title III English Learner and Immigrant Programs - Categorical Programs (CA Dept of Education)

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Title III is a federal program that assists with language instruction for English learners (EL) and immigrant students.

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An Asset-Based Approach to Multilingual Learner Terminology

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An Asset-Based Approach to Multilingual Learner Terminology

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Schedule of the 2024–25 Revised Allocation(XLSX; Jun-2025)

Schedule of the 2023–24 Allocation(XLSX; Jun-2025)