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"English as a Second Language (ESL or TESL) is a traditional term for the use or study of the English language by non-native speakers in an English-speaking environment."

Students who are identified as English language learners (ELLs) can participate in language assistance programs to help ensure that they attain English proficiency and meet the academic content and achievement standards that all students are expected to meet.

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There are more than one or more identified English learners (ELs) district wide.
2 different ESL Programs that are state approved
a. ESL Content Based
b. ESL Pull out
Both programs goal is for students to have full proficiency in English to participate equitably in school.

ESL Content-Based
1. ESL certified teacher(s) in all content areas
2. Targeted English language development in all content area

ESL Pull Out
1. ESL certified teacher(s) in English language arts and reading
2. Pull out or inclusionary  model

Both programs offer:
1. Lingusitically and culturally responsive teaching

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Encourage parents to:

Provide a place where children can do their homework.

Check that homework is completed each night.

Ask their children to tell them about what they learned each day.

Keep in regular contact with a teacher or staff member about their child's progress.

Ask teachers about any questions that arise.

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Program models:
- Pull-out
- ESL Class Period
- ESL Resource Center

Strategies
1. Scaffolding
2. Immersion
3. Learn the Language Yourself
4. Tap into Cultural Knowledge
5. Set realistic goals: Children learning a new language while in school are facing many other challenges. While adjusting to a new culture and changes in their family dynamic, they are also trying to maintain academic rigor. Learning English is a crucial priority but concessions are necessary for the whirlwind of changes they are facing.

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In scaffolding, teachers model and/or demonstrate how to solve a problem for their students. They then let the students try to solve the problem themselves by taking a step back and only giving support when needed.

The reference to scaffolding is because the teaching/learning process gradually sheds layers of assistance as students progress and absorb new knowledge.

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https://www.colorincolorado.org/article/encouraging-and-sustaining-ell-parent-engagement

https://resilienteducator.com/classroom-resources/five-ways-to-engage-parents-of-ell-students/

https://www.weareteachers.com/why-immersion-may-be-the-key-to-foreign-language-learning/

https://www.theclassroom.com/benefits-esl-classes-6623682.html

https://www.theclassroom.com/benefits-esl-classes-6623682.html

https://resilienteducator.com/classroom-resources/esl-teaching-strategies-for-educators/

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Immersion programs, which include developmental bilingual and other dual language programs, are characterized by an instructional day that includes at least 50 percent spent in the non-English language.
Teachers use modeling, manipulatives, and explanations to teach students academic content in the target language. As students learn content, they also receive instruction on how to use the language in each subject. The ultimate goal is biliteracy: the idea that students can completely understand, speak, read, and write in both languages.