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Approach where instruction is in English, and should include
ELD/SDAIE instruction/strategies,  and L1 support.

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2. Bilingual Education Early Exit/Late Exit

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2. Bilingual Education Early Exit/Late Exit

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An approach that involves the use of 2 languages at the
same point in the student’s education.

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An approach that involves the use of 2 languages at different times/subjects.  Develops bilingual proficiency (2 languages), academic achievement, and positive cross-cultural attitudes and behaviors among all students.

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California took the initiative to ensure that the needs of bilinguals are being met through the utilization of various scaffolding approaches including SDAIE.

In addition, the new ELD standards promote the utilization of the native language to foster understanding in the second language.

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Intended to move away from the remedial practices often fostered and associated with NCLB. Teachers are expected to engage students in more inquiry types of practices (e.g., pragmatic approaches including problem solving)

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Meeting the educational needs of low-achieving children

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Emphasizes instruction shall be  “overwhelmingly in English”

Does not prohibit use of children’s native language in school

Provides for other types of Bilingual Programs

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English Language in Public School

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Proposition 227: English Language In Public Schools. - California State Government

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Requirement may be waived if parents or guardian show that child already knows English, or has special needs, or would learn English faster through alternate instructional technique.