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Diversified Support

Culturally and Linguistically Sustaining Practices (CLSP)

Purpose
The Content-Based Language Instruction Site is designed for all educators of emergent bilingual (EB) students. It provides practical, research-validated practices that are essential for effective language program services. The contents of this site are intended to support effective program implementation within dual language immersion (DLI), transitional bilingual education (TBE), and English as a second language (ESL) programs. It contains valuable application for DLI teachers, TBE teachers, ESL teachers, any other teachers of EB students, paraprofessionals, instructional coaches/specialists, counselors, campus administrators, and district leaders.

As a result of House Bill 2066 in the 87th Texas legislature, the term "emergent bilingual student" replaced the term of "limited English proficient (LEP) student" used in the Texas Education Code (TEC), Chapter 29, Subchapter B, and thus, changed the term of "English learner (EL)" used in 19 TAC Chapter 89, Subchapter BB. These terms describe the same group of Texas students, describing a student who is in the process of acquiring English and has another language as the student's primary or home language.
Definition
Content-based language instruction (CBLI) is an integrated approach to language instruction in which language is developed within the context of content delivery that is culturally and linguistically sustaining. Sheltered instruction is a similar term used to describe instruction that makes content comprehensible while supporting language development. However, CBLI emphasizes the targeted and intentional methods used to meet the affective, linguistic, and cognitive needs of EB students through the medium of content in the students' primary language and/or English.

The following aspects of CBLI provide the key mindset priorities when implementing CBLI as comprehensive support for EB students.
Application

Applies to all programs for EB students, including DLI, TBE, and ESL.

Applies to any language of instruction, such as the DLI program's partner language, EB students' primary language in TBE, as well as English.

Access

Is part of Tier I instruction as it provides equitable access to general content instruction.

Is implemented through grade level standards in all content areas.

Approach

Holds high expectations with attainable goals for academic and linguistic development.

Encompasses an additive approach.

Second Language
Acquisition (SLA)

Diversified Support

Culturally and Linguistically Sustaining Practices (CLSP)

The CBLI site is organized into three elements:

Second Language Acquisition (SLA),
Diversified Support, and Culturally and Linguistically Sustaining Practices (CLSP)

These three elements are interconnected rather than independent. Together they outline the essential components for comprehensive and successful support of emergent bilingual (EB) students. The first element, Culturally and Linguistically Sustaining Practices, describes the affective needs of EB students and the instructional practices and systems that are necessary to address them. The Second Language Acquisition element lays the theoretical foundation behind the specific and practical linguistic supports explained within the Instructional Methods element. Finally, the Diversified Support element dives into how educators can differentiate for EB students with varied backgrounds, needs, and strengths.

Throughout the CBLI site, features have been added to target essential information, to connect to additional resources, and to create opportunities for deeper investigation.
Embedded Features
Callouts have been incorporated to draw attention to key information:

Program Model Considerations - provide specific information or examples related to types of state-approved programs for emergent bilingual students: dual language immersion (DLI), transitional bilingual education (TBE), and English as a second language (ESL).

Administrator Considerations - target aspects that are essential for campus or district administrators or instructional coaches that support teachers in implementing programs for emergent bilingual students.

Technology Tools - give examples of technology resources that can be used to support students and teachers.

Instructional Methods - take the theory into practice on how to meet the needs of students in all types of programs for emergent bilingual students with methods for lesson planning, implementing instruction, progress monitoring and assessment.

Additional Features
Additional features include:

Resource List - provides links to resources related to the elements of CBLI that can be accessed to deeper understanding or to bring clarification.

References (PDF) - lists the resources used to build the CBLI site content.

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Supporting Emergent Bilingual Students in Texas

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Participant CBISD Copy of 2024 Elementary Case Studies Dually Served EBs 

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Find the right classroom accommodations for your student.

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Do you have any lingering questions or feedback?

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Do you have any lingering questions or feedback?

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For more information about these sessions or to request customized professional development, e-mail R4MLsupport@esc4.net.

Are you and your students ready for TELPAS? Are you wondering what to do in your classroom to help English Learners/Emergent Bilingual students practice and grow in language and literacy? Using language routines can elevate the confidence level of your students while using English. This collaborative is for teachers of English Learners/Emergent Bilinguals who are looking for opportunities to enhance their instruction.

These sessions are designed to support language practices in listening, speaking, reading, and writing in any content. You have the option to join single sessions or the series as a whole. Register for each session individually using the links below.

Exploring how the synergy between accountability, assessment, and instruction impacts Emergent Bilingual Students and English Learners
November 15, 2023
8:30 a.m. - 3:30 p.m. | Virtual Zoom Session

This session is designed to support district or campus teams to gain a deep understanding of the inclusion of EB/ELs in the A-F system, Results-Driven Accountability, Data Compliance Reviews, Language Proficiency Assessment Committee decision-making process, and the importance of assessment systems to verify demographics, participation, and designated supports.
Learn more and register here.

TExES Preparation: English as a Second Language Supplemental 154

Virtual Session | 8:30 a.m.-3:30 p.m.

This session will assist teachers in preparing for the ESL TExES exam as well as providing essential information for understanding how to facilitate and differentiate instruction for ESL learners. We will cover history, law, research, methodology, strategies, rational, and varied ESL programs.
Secondary Emergent Bilingual Writing Practices and Strategies
Participants will identify language complexity within state assessments and the implications these have in relation to emergent bilingual students' academic achievement. Additionally, we will explore and reflect on high-leverage practices that increase linguistic support during writing instruction.
Secondary Emergent Bilingual Writing Practices and Strategies English I & II
Participants will identify language complexity within state assessments and the implications these have in relation to emergent bilingual students' academic achievement. Additionally, we will explore and reflect on high-leverage practices that increase linguistic support during writing instruction. Register here.
TELPAS - Texas English Language Proficiency Assessment System
Navigating Our Way Through TELPAS
This session will lead participants through the different TELPAS components and designed to provide a general overview of TELPAS for those leaders who are new to the administration or may need a refresher. Participants will navigate the available resources to help educators align instruction to state expectations for Emergent Bilingual students. Time will be allotted to meet with different Region 4 program contacts for technical assistance.
Region 4 Bilingual/ESL Conference December 7, 2023
8:30 a.m. - 3:30 p.m. | Virtual Zoom Session

Educators will expand their knowledge with evidence-based information designed for working with emergent bilingual (EB) students. Presentations will be framed around culturally and linguistically sustained practices and topics that impact the affective, linguistic, and cognitive domains of EB students. Session topics will address dual language, transitioning from L1 to L2, sheltered instruction and content-based language instruction, assessment practices, and technology. Learn more and register here.

Promoting Classroom Success for Dually Served Emergent Bilingual Students

December 12, 2023 | Virtual Session | 12:00 p.m. - 4:00 p.m.

This session is designed to provide teachers with the instructional tools needed to effectively support emergent bilingual (English learner) students who are dually served through special education/504 and bilingual or ESL programs. This training will focus on making content comprehensible across content areas and include practical strategies to increase growth in students' academic and language proficiency. Participants will learn evidence-based strategies for application in the classroom to maximize student achievement.
Register here.
January 11, 2024
12:30-3:30 p.m. | Virtual Session

English Language Development (ELD) Block

In this session, participants will learn the structure of the English language development (ELD) block in the bilingual classroom. Participants will be able to understand what is ELD, the purpose of ELD, and how to use the TEKS and ELPS to plan a week of instruction.
February 27, 2024 Spanish Word Study: Increasing Emergent Bilingual Students' Vocabulary and Comprehension en Español
9:00 a.m. - 3:00 p.m. | Virtual Session

Gain an understanding of principles of Spanish word study to increase students' vocabulary and reading comprehension. Strategies and activities to help students learn about letters, sounds, syllables, and words will be discussed to teach students how to take words apart while reading for meaning. Learn more and register here.

For more information about these sessions, or to request customized professional development, e-mail R4ELsupport@esc4.net.

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For more information about these sessions or to request customized professional development, e-mail R4MLsupport@esc4.net. Are you and your students ready for TELPAS? Are you wondering what to do in your classroom to help English Learners/Emergent Bilingual students practice and grow in language and literacy?

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Inclusive Strategies for Diverse Learners

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Inclusive Strategies for Diverse Learners

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Inclusive Strategies for Diverse Learners, Second Edition

This new and updated edition is bundle 3 to a pack and is the perfect desk reference for the instruction of diverse learners. The booklet includes ideas for curriculum accommodations, teaching methods and assessments. Appropriate for teachers of grades K - 12.

ID: 741-1524

Order Form

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Inclusive Strategies for Diverse Learners, Second Edition This new and updated edition is bundle 3 to a pack and is the perfect desk reference for the instruction of diverse learners. The booklet includes ideas for curriculum accommodations, teaching methods and assessments. Appropriate for teachers of grades K - 12.

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Contacts Upcoming Sessions Power Hour Sessions Products Content Connections TEA Technical Assistance Networks Inclusive Practices Conference Inclusive Practices Resources Supports and Services

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English Learner Portal-Parents And Families

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Supporting Emergent Bilingual Students in Texas

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Working with Paraprofessionals Field User Guide

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Working with Paraprofessionals Field User Guide

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Emergent Bilingual Students with Multi-Needs 

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Emergent Bilingual Students with Multi-Needs 

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The TEA Emergent Bilingual Support Division is continuously developing program implementation resources for Local Education Agencies (LEAs) to utilize in providing effective bilingual education and English as a second language (ESL) programs for emergent bilingual students that meet and exceed state requirements.

In Texas, there are six state-approved program models that can be implemented to support emergent bilingual students.

Dual Language Immersion Program Models

English as a Second Language Program Models

Dual Language Immersion One Way
A bilingual/biliteracy program model in which students identified as emergent bilingual students are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.

Dual Language Immersion Two Way
A bilingual/biliteracy program model in which students identified as emergent bilingual students are integrated with students proficient in English and are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.
Dual Language Immersion Implementation Resources Texas Effective Dual Language Immersion Framework
The tools created are broken down by levers:

1. Leadership & Family and Community Empowerment

2. Program Model & Design

3. Staffing & Professional Development

4. Lesson Planning & Methods

5. Curriculum & Resources

Visit our Dual Language Guidance Committee page to learn about the mission behind the work.

Transitional Bilingual Education Implementation Resources

English as a Second Language Implementation Resources

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Supporting Emergent Bilingual Students in Texas

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Lots of great free resources for behavior and social emotional skills

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National Center for Pyramid Model Innovations

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The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the social, emotional, and behavioral outcomes of young children birth to five, reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation and fostering inclusion. s

Resource Spotlight

Children's book list

Includes diverse examples of books that can be used to promote social-emotional skills.

Get Training

Supporting implementation of the Pyramid Model with fidelity.

Conference

National Training Institute on Effective Practices: Addressing Challenging Behavior

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Have a question? Want to give us feedback? Contact Us

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National Center for Pyramid Model Innovations

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The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the ...