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Listed below are classroom strategies that might be used in a bilingual program.

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Listed below are different ways to engage parents and families in a bilingual classroom.

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Program Implementation. English Learner Portal-Program Implementation. (2023). https://www.txel.org/ProgramImplementation

Bilingual vs. ESL: Key Insights and Differences. 5 Minute English. (2024, June 28). https://5minuteenglish.com/education/bilingual-vs-esl/

Bilingual Education Bilingual Program Models. English Learner Portal-Supporting My Child. (2024, January). https://www.txel.org/SupportingChild

TxEDILF Framework. T.E.A. Supporting Emergent Bilingual Students in Texas. (2023). https://www.txel.org/txedlif/framework

Bilingual/ESL Certification Pathways - Texas Education Agency. (n.d.). https://tea.texas.gov/academics/special-student-populations/english-learner-support/eb-certification-pathways.pdf

Teacher Competencies that Promote Culturally Responsive Teaching. New America. (n.d.). https://www.newamerica.org/education-policy/reports/culturally-responsive-teaching/teacher-competencies-that-promote-culturally-responsive-teaching

Will, M., & Najarro, I. (2023, March 24). What is Culturally Responsive Teaching?. Education Week. https://www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04

Teaching Strategies for Bilingual Education. tamiu. (2021, November 1). https://online.tamiu.edu/programs/education/ms-curriculum-instruction/bilingual-education/strategies-bilingual-education/

Kaplan, E. (2019, April 12). 6 Essential Strategies for Teaching English Language Learners. Edutopia. https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-learners/

Teacher Classroom. English Learner Portal-Teacher Classroom. (n.d.). https://www.txel.org/communication/

Breiseth, L. (2020, January 29). Connecting with ELL Families: Strategies for Success. Colorín Colorado. https://www.colorincolorado.org/article/connecting-ell-families-strategies-success

Connecting with ELL Families. Rooted Linguistics: Serving Teachers of Multilingual Learners. (2018, March 2). https://www.valentinaesl.com/blog/connecting-with-ell-families

Collaborative learning for English language learners - wida. (n.d.-b). https://wida.wisc.edu/sites/default/files/resource/Brief-CollaborativeLearningforELLs.pdf

IMAGES:

Bilingual ESL Teacher. (n.d.). TASB. Retrieved from https://www.tasb.org/news-insights/program-model-defines-bilingual-requirements.

shutterstock_205961881-scaled. (n.d.). Retrieved from https://myokapi.com/education/literacy-voices/bilingual-education-video-vivian-pratts-three-pillars-bilingual-education/.

Bilingual Education Bilingual Program Models. English Learner Portal-Supporting My Child. (2024, January). https://www.txel.org/SupportingChild

TxEDILF Framework. T.E.A. Supporting Emergent Bilingual Students in Texas. (2023). https://www.txel.org/txedlif/framework

Student Thinking. (n.d.). Graduate Programs for Educators. Retrieved from https://www.graduateprogram.org/2020/09/strategies-for-teaching-metacognition-in-the-classroom/.

Classroom Apps. (n.d.). Bored Teachers. Retrieved from https://www.boredteachers.com/post/top-10-parent-teacher-communication-apps.

Drum Circle in the Classroom. (n.d.). The Kennedy Center. Retrieved from https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/articles/educators/professional-development/fostering-a-culture-of-connection-through-the-arts2/.

Spanish English Cards. (n.d.). HipBabyGear. Retrieved from https://www.hipbabygear.com/minilingo-spanish-english-card-game-38237909.html.

Connecting with ELL Families. (n.d.). valentinaesl. Retrieved from https://www.valentinaesl.com/blog/connecting-with-ell-families.

Bilingual Staff and Parents. (n.d.). Colorin Colorado. Retrieved from https://www.colorincolorado.org/slide/tips-parent-teacher-conferences-ell-families.

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The amount of time that a student may participate in a bilingual program depends on the student, their goals, and the type of program that they are in. In Texas the estimated amount of time spent in each program is as follows:

-Dual Language Immersion One Way: 6-7 years

-Dual Language Two Way: 6-7 years

-Transitional Early Exit: 2-5 years

-Transitional Late Exit: 6-7 years

(Program Implementation,2023)

Students are reviewed/reclassified at the end of each school year. Data including observations, documentation, screeners, and assessments are considered when reviewing reclassification. Students will either continue as emergent bilingual or they will reclassify as English Proficient. (Bilingual Education Bilingual Program Models, 2024)

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1. Utilizing Culturally Responsive Teaching Methods

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1. Utilizing Culturally Responsive Teaching Methods

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Practicing Culturally Responsive Teaching in a bilingual classroom is essential. In a bilingual classroom, you are likely to have students from several different backgrounds and cultures. In bilingual programs, it is important for a student to stay true to their native culture alongside learning English and any "new" culture. Some examples of Culturally Responsive Teaching that would benefit a bilingual program are:

-Creating an accepting and welcoming classroom for all students and their respective cultures.

-Lessons that include relevant and culturally appropriate materials that represent the students in the classroom.

-Representing diversity and inclusion.

-Setting high expectations for students.

(Will & Najarro, 2023)

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2. Present Material in a Variety of Ways

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2. Present Material in a Variety of Ways

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Students (bilingual or not) learn in a variety of ways and retain material based on different ways it is presented and engaged with. Students in a bilingual classroom will benefit from different forms of material presentation such as:

-writing

-reading

-speaking

-listening

When students are engaged with the materials in a variety of ways, they are able to understand and retain the material better, which is important for students who are learning content in two different languages. Some languages have similar words, pronunciations, etc., so it is important to use the various methods to fully encompass both languages and ultimately learn the content. (Teaching Strategies for Bilingual Education 2021)

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When speaking to an emergent bilingual student and asking them questions, it is important for the teacher to speak slowly enough for the student to understand them. It is also key to allow an appropriate wait time for the student to process, translate, and respond. By waiting closer to 5 seconds for a response rather than 1 or 2, the teacher is allowing the student to receive, translate to their language, and then translate back to English for a response. Increasing the wait time for a response will allow for a meaningful response and will build the student's confidence. (Kaplan, 2019)

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Bilingual teaching qualifications vary by state. In Texas, bilingual teachers are required to first obtain a Teaching Certification in the specific content/grade level and a supplemental bilingual education certification as well.

Teachers in a bilingual education (or ESL) classroom without appropriate certification need to be placed under a bilingual exception (or ESL) waiver.

According to T.E.A. "If a teacher obtains an emergency permit, an intern, probationary, or standard bilingual education certificate, he or she is appropriately certified for the bilingual education or ESL program. Therefore, a bilingual education exception or ESL waiver is not needed for this teacher/classroom." (Bilingual/ESL Certification Pathways - Texas Education Agency)

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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. (Program Implementation, 2023)

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. (Program Implementation, 2023)

Transitional Early Exit
A bilingual 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 to be successful in English-only instruction not earlier than two or later than five years after the student enrolls in school. (Program Implementation, 2023)

Transitional Late Exit
A bilingual 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 to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school. (Program Implementation)(Bilingual Education Bilingual Program Models, 2024)

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Bilingual programs are made to provide accessible content to emerging bilingual students through literacy and academic skills in English and the child's native language. These programs embrace students' cultures and they are used as a platform for acquiring grade-level content and develop academic language in the students' native language and in English in all content areas. (Bilingual Education Bilingual Program Models, 2024)

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Bilingual programs teach in two languages- usually English and the native language of the student. The program focuses on the student not only learning English, but maintaining proficiency in their native language as well while supporting their cultural identity. (Bilingual vs. ESL: Key Insights and Differences 2024)

According to the Texas Education Agency, Bilingual education programs are designed to make grade level academic content accessible to emergent bilingual students through the development of literacy and academic skills in the child’s primary/partner and English. (Program Implementation 2023)

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1. Use a Messaging/Communication Platform 

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1. Use a Messaging/Communication Platform 

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Keeping constant communication with parents is essential. Whether a student is in a bilingual program or in a general education classroom, providing consistent and meaningful communication and feedback is important for building a relationship with students' parents. There are several apps such as Class Dojo, Seesaw, and Remind that provide visuals and written information that may be helpful to a bilingual student's parents who may also be bilingual or may not know English. (Teacher Classroom)

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2. Support Cultural Traditions in the Classroom

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2. Support Cultural Traditions in the Classroom

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A bilingual classroom may have many different cultures represented. Teachers should take the initiative to learn about their students' cultures and plan accordingly. For example, if many students are celebrating a major holiday in their culture, it would be best for a teacher to avoid scheduling any events or assignments on that day. Or if a celebration is coming up, teachers can find a way to acknowledge it in the classroom. Teachers can invite families to share their culture with the class such as music, food, or holidays. Teachers can provide opportunities for students and their families to share their culture with the class which will not only teach others about multiple cultures, but also make each student feel included and welcome. (Breiseth, 2020)

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By providing learning activities at home, parents can actively engage with their children and incorporate both languages at home. Teachers can provide resources to take home, such as games, for students to have the opportunity to complete with their family. These activities are designed to encourage discussion and dialogue. They can bridge the home to school gap and involve families in what the student is learning at school. Teachers can provide instructions that are in English and Spanish (or any other native language) to help both students and parents understand. (Breiseth, 2020)

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4. Invite & Include Families in School Events

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4. Invite & Include Families in School Events

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It is important for teachers to not only build a relationship with their students, but if possible, with their families as well. Invite parents and families to all school events where applicable. Parents want to know that their student it supported by their teacher and that they feel welcome to participate in school activities. Teachers and schools can host their own events such as a potluck or Meet the Teacher Night to encourage parent engagement and participation. Communication is key. Utilize multiple communication avenues and emphasize the want for them to come. We want parents to feel valued and comfortable at their child's school. (Connecting with ELL Families 2018)

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Provide opportunities for students to work in groups. Some students may feel shy or put on the spot when they respond or perform independently. Allowing students to work in groups may make them feel more comfortable and more likely to open up and express themselves. Teachers can also strategically group students by level of language acquisition to encourage peer support. Students working collaboratively also encourages classroom community. (Collaborative Learning for English Language Learners)

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According to the Texas Education Agency, "The TxEDLIF framework aims to offer LEAs a practical instructional structure rooted in dual language pedagogy, enhancing the implementation and continuity of DLI programs to positively influence student achievement.

The TxEDLIF aims to provide districts, campuses, teachers, and parents statewide with the tools they may need to increase:

the effective implementation and sustainment of dual language immersion programs,

the expansion of dual language immersion programs PK -12, and

the impact on student outcomes"

(TxEDILF Framework. T.E.A. Supporting Emergent Bilingual Students in Texas, 2023)

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5. Provide Bilingual Staff Connections with Parents

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5. Provide Bilingual Staff Connections with Parents

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Connect students' and parents to bilingual staff. Parents may not always have open communication with all staff members especially if they struggle with speaking or understanding English. Providing parents with contact information or introduce them to bilingual staff. This will give them more communication lines within the school and more resources to provide assistance. They also may connect more with other adults that speak their language and in turn feel more comfortable when engaging with school staff and/or administration.

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Provide visual aids for students when presenting assignments. Spoken language can be trickier to understand over written language when learning a new language. Provide written instructions that match verbal instructions. Show pictures, diagrams, and/or examples of the assignment to build connections between the words spoken and assignment expectations. This can enhance comprehension and understanding.