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Multilingual Toolkit includes Dual Language Schedules, Language Allocation Models and more 

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Multilingual Toolkit includes Dual Language Schedules, Language Allocation Models and more 

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Dual Language Program Design and Implementation

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Dual Language Program Design and Implementation

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As our global economy increasingly demands a highly educated, bilingual and biliterate workforce, educators feel more compelled than ever to offer culturally and linguistically responsive education that speaks to these demands as well as the diversity of today's student population. "For culturally and linguistically diverse students, dual language education offers the best alternative to increase their academic achievement and boost their social and economic potentials," writes Sonia Soltero. In Dual Language Education, Soltero provides a comprehensive view of what it takes to create well-designed, effective, sustainable dual language programs based on current dual language research and theory. Each chapter examines the pedagogical and organizational principles of dual language education, and the specific conditions necessary for their effective implementation. Vignettes from teachers, parents, and school leaders, illustrate the transformative power of dual language education to benefit all students.

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Dual Language Education: Program Design and Implementation

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As our global economy increasingly demands a highly educated, bilingual and biliterate workforce, educators feel more compelled than ever to offer culturally and linguistically responsive education that speaks to these demands as well as the diversity of today's student population. "For culturall...

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Guiding Principles for Dual Language Education

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Guiding Principles for Dual Language Education

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Multilingual Program Models-See Chapter 3

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Multilingual Program Models-See Chapter 3

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Copy of One Stop SEAL Shop: Implementation Guidance with links

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Technical support, guidance, frequently asked questions (FAQs), and resources for the identification, reporting, and support of dual language learners in the California State Preschool Program.

California State Preschool Program (CSPP) Resources

Additional Resources

Resources to share with families regarding the benefits of multilingualism and home language development:

Research to Practice:

Dual Language Learner Research:

Classroom Support:

California's DLL Identification Process Helps Teachers Support Young Children & their Families: This video was developed by Early Edge California and shares from a teacher and parent perspective the benefits of the DLL identification process for children, teachers, and families.

Classroom Strategies webinars developed by Early Edge California:

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Technical support, guidance, frequently asked questions (FAQs), and resources for the identification, reporting, and support of dual language learners in the California State Preschool Program.

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Equity Moves to Support Multilingual Learners in Mathematics & Science K-8

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Equity Moves to Support Multilingual Learners in Mathematics & Science K-8

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Equity Moves to Support Multilingual Learners in Mathematics and Science, Grades K-8

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With an assets-based approach, this provides a framework teachers can use to develop equity-centered, scaffolded math, science, or STEAM lessons for m…

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Welcome to Teaching Multilingual Learners!

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Welcome to Teaching Multilingual Learners!

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What's your "why" for being a teacher? Unlike other professionals, teachers often have strong reasons for why they teach and a clear sense of purpose. Acknowledging and understanding this purpose helps educators to not just do what they do but do it well.

This illustrated guide was designed for all classroom teachers to emphasize the unique challenges and opportunities that arise in multilingual learner education. Using Simon Sinek's Golden Circle theory to understand and elevate that sense of purpose, the book is organized into three parts: the why, the how, and the what of teaching multilingual learners. You will learn

The benefits and goals of a multilingual education

How to design learning experiences for multilingual learners and how to respond when students are not learning

Culturally inclusive pedagogy and how it positively supports the identities of your students

How to foster oral language skills, build vocabulary, and increase students' word knowledge

How to engage families and caregivers and create a sense of belonging in your classroom

And so much more!

With a clear understanding of the research-based tools, techniques, and instructional strategies described and illustrated in the book, a solid sense of purpose, and a dash of grace for you and your multilingual learners, you will be well on your way to creating productive and positive learning opportunities that meet the best interests of all students, families, educators, and the community.

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Welcome to Teaching Multilingual Learners!

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Master the why, the how, and the what of teaching multilingual learners to meet the best interests of all students, families, educators, and the commu...

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Literacy Foundations for English Learners

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Literacy Foundations for English Learners

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Elsa Cardenas-Hagan Ed.D. CCC/SLP CDT CALT (Editor), Sharon Vaughn Ph.D. (Foreword)

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Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction

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Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction [Cardenas-Hagan Ed.D. CCC/SLP CDT CALT, Elsa, Vaughn Ph.D., Sharon] on Amazon.com. *FREE* shipping on qualifying offers. Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction

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Computer Science for Multilingual Students

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Computer Science for Multilingual Students

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"There is a unique opportunity for multilingual students to learn computer science knowledge, skills, and attitudes through peer-to-peer interaction that facilitates sense making through the use of rich discourse"

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ATDLE - The Association of Two-Way & Dual Language Education

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ATDLE continues its work across the USA, supporting new and existing Two-Way and Dual Language programs.

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Dual Language and Multilingual Education - Center for Applied Linguistics

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Dual language education is an effective program for developing language and content in two languages while students develop sociocultural competence. The three pillars, or goals, of dual language education are the promotion of bilingualism and biliteracy,grade-level academic achievement in both languages, and sociocultural competence. Students maintain their first language while adding a second language, and they develop pride in

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COP for NEW & Prospective DLI Program Leaders

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COP for NEW & Prospective DLI Program Leaders

# data[].attributes.attachment_link.title
BTP New Prospective DLI Leaders CoP Flyer

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Multiple Pathways to Biliteracy Handbook: Californians Together

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Multiple Pathways to Biliteracy Handbook: Californians Together

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Biliteracy Pathway Recognitions - Multilingual Learners (CA Dept of Education)

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Information about the Biliteracy Pathway Recognitions program and its requirements for students, parents, and educators.

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Dual Language Programs - Oakland Unified School District

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Dual Language Programs - Oakland Unified School District is a public education school district that operates a total of 80 elementary schools, middle schools and high schools.

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Stanford: Center to Support Excellence & Teaching-Understanding Language

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Stanford: Center to Support Excellence & Teaching-Understanding Language

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School districts have sought to create systemic plans for multilingual learners that move beyond compliance to insure coherence across their programs, policies and practices for their students and families. Understanding Language partners with districts to co-create, implement and refine their plans based on student evidence.

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Center for Applied Linguistics: Guiding Principles for Dual Language Education

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Center for Applied Linguistics: Guiding Principles for Dual Language Education

# data[].attributes.attachment_link.title
Guiding Principles for Dual Language Education - Third Edition - Center for Applied Linguistics

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Guiding Principles for Dual Language Education has been used for over a decade by dual language programs and educators across the United States as an effective tool for planning, self-reflection, and continual improvement.

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Translanguaging: Theory, Concept, Practice, Stance... or All of the Above? - Center for Applied Linguistics

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In November 2016, California voters approved Proposition 58, also known as the CA Ed.G.E. Initiative. The purpose of the CA Ed.G.E. Initiative is to ensure that all children in California public schools receive the highest quality education, master the English language, and access high-quality, innovative, and research-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.

Programs for English Learner (EL) Students

Programs for EL Students Home | Structured English Immersion | Dual Language Immersion | Developmental Bilingual | Transitional Bilingual

Programs for EL students are also known as language acquisition programs. They are educational programs designed for EL students to ensure English acquisition as rapidly and effectively as possible. Language acquisition programs provide instruction to EL students on the state-adopted academic content and English language development (ELD) standards through integrated and designated ELD.
Language acquisition programs include, but are not limited to:

Dual language immersion programs (DLI or Two-Way)

Transitional and Developmental programs for EL students

Structured English Immersion (SEI)

At a minimum, a local educational agency (LEA) shall offer an SEI program option for EL students. Education Code (EC) Section 306(c).
Any language acquisition program provided by an LEA shall:

Be designed using evidence-based research and include both designated and integrated ELD.

Be allocated sufficient resources by the LEA to be effectively implemented, including, but not limited to:

Certificated teachers with the appropriate authorizations,

Necessary instructional materials,

Pertinent professional development for the proposed program, and

Opportunities for parent and community engagement to support the proposed program goals.

Within a reasonable period of time, lead to:

Grade-level proficiency in English, and, when the program model includes instruction in another language, proficiency in that other language; and

Achievement of the state-adopted academic content standards in English, and, when the program model includes instruction in another language, achievement of the state-adopted academic content standards in that other language.

California Code of Regulations (5 CCR) Section 11309 (c) and (d).
Language Acquisition Program Design, Implementation, and Evaluation

Program Design

Design each program through the lens of the principles and elements of the California EL Roadmap (pages 24-28 of the EL Roadmap printed document).

Develop and implement each program at the school or district level, with teacher planning and program alignment:

Horizontally: Involving a specific grade level to align instruction with standards, and

Vertically: Involving all pertinent grade levels to ensure a smooth flow of instruction from one grade level to the next.

Set and focus on the overall program and grade-specific goals (i.e., S.M.A.R.T. Goals: Specific, Measurable, Achievable, Relevant, and Time-Bound).

Design the program based on identified needs and evidence-based effective practice that consistently addresses all four domains of language: listening, speaking, reading, and writing.

Implementation

Evaluate

Evaluate each program at least annually through the continuous improvement process to determine effectiveness in reaching program goals. Based on evaluation findings, the LEA modifies the program design and instruction to improve practice and outcomes

Language Acquisition Program Instruction

Promotes multilingual and multicultural understanding and positive self-esteem,

Provides core content instruction with designated and integrated ELD,

Aligns the core curriculum to the state-adopted grade level and ELD standards,

Includes formative assessment to inform teacher strategies during instruction and planning for next steps,

Utilizes print, audio, visual, graphic, and electronic resources, and

Defines the reasonable amount of time for the program to provide student attainment of English language proficiency and meet the reclassification criteria, including academic progress.

Opting out of EL services:
U.S. Department of Education Office of English Language Acquisition
English Learner Toolkit , Chapter 7

Parents have the right to opt their students out of EL programs or particular EL services. This decision must be voluntary and based on a full understanding of the EL student's rights, the range of services available to the student, and the benefits of such services.

If a parent decides to opt their student out of EL programs or particular EL services, the student still retains their status as an English learner.

LEAs must continue to monitor the English language proficiency and academic progress of students who opt out of EL programs and services. If a student does not demonstrate appropriate growth in English language proficiency or maintain appropriate academic levels, the LEA must inform the parents in a language they understand and offer EL services.

English learners who opt out of EL programs and/or services will continue to be assessed annually with the Summative English Language Proficiency Assessment for California until they are reclassified as Fluent English Proficient (RFEP). After reclassification, all RFEP students will be monitored for four years.

Education Code (EC) and California Code of Regulations (CCR)

Amended California EC (DOCX)
California EC amended by the passage of the CA Ed.G.E. Initiative, which includes sections 300, 305, 306, 310, 320, and 335.

Available Translations of California EC
California EC in English is the official version. This Spanish translation is offered as a courtesy.

New and amended CCR sections 11300, 11301, 11309, 11310, 11311, 11312, and 11316, which took effect July 1, 2018.

Available Translations of the CCR
The regulations in English is the official version. This Spanish translation is offered as a courtesy.

Chart which shows the CCR sections 11300, 11301, 11309, 11310, 11311, 11312, and 11316, and related EC language.

CA Ed.G.E. Initiative Frequently Asked Questions

The California Education for a Global Economy (CA Ed.G.E.) Initiative, otherwise known as Proposition 58, took effect July 1, 2017, and the corresponding regulations took effect July 1, 2018. These frequently asked questions are intended to assist local educational agencies in implementing the provisions in the California Education Code (EC) and California Code of Regulations (5 CCR). This collection represents frequently asked questions, and is not intended to be an exhaustive list of all possible questions

Frequently Asked Questions (FAQs)

CA Ed.G.E. Initiative Resources

State and Federal Resources and Information

CA Ed.G.E. Initiative Implementation Handbook for School Districts and County Offices of Education (PDF)
This handbook provides detailed information on the CA Ed.G.E. Initiative for local implementation.

Biliteracy Pathway Recognitions
The Biliteracy Pathway Recognitions recognize preschool, kindergarten, elementary, and middle school students who have demonstrated progress toward proficiency in speaking, reading, and writing in one or more languages in addition to English.

California Practitioners' Guide for Educating English Learners with Disabilities (PDF)
This California Department of Education (CDE) web page includes the guide and other resources for identifying, assessing, supporting, and reclassifying EL students with disabilities.

2020-23 Educator Workforce Investment Grant (EWIG):English Learner (EL) Roadmap Implementation
This page provides information regarding webinars, professional development, and tools provided by the two grantees of the EWIG. English Learner Roadmap Implementation for Systemic Excellence provides information on how to implement the principles of the EL Roadmap Policy through EL programs and services, and Multilingual California Project specializes in multilingual program design and implementation through the lens of the EL Roadmap Principles and elements.

2023-25 EWIG: Effective Language Acquisition Programs (ELAP)
This page provides connections to the four lead grantees of the EWIG: ELAP, who provide free professional learning statewide for all interested teachers, paraprofessionals, site leaders, and school counselors on the implementation of effective language acquisition programs. This may include integrated language development within and across content areas, development of bilingual and biliterate proficiency, and building and strengthening capacity to implement the EL Roadmap policy.

English Language Development (ELD) Standards
This page includes the State Board of Education-adopted CA ELD standards, ELD video series, information, and resources to assist local educational agencies (LEAs) in designing, implementing, and enhancing integrated and designated ELD instruction for EL students.

EL Roadmap
This page includes the EL Roadmap Policy and a printable guide to assist LEAs in implementing California's 21st-century college-and-career-ready standards, curriculum, instruction programs, and assessments for English learners

Global California 2030 (PDF)
Global California 2030 in Spanish (PDF)
The Global California 2030 initiative vastly expands the teaching of world languages and the number of students proficient in more than one language over the next 12 years. The CDE's mission, through Global California 2030, is to equip students with world language skills to better appreciate and more fully engage with the rich and diverse mixture of cultures, heritages, and languages found in California and the world, while also preparing them to succeed in the global economy.

Improving Education for Multilingual and English Learners: Research to Practice
CDE Press, 2020
This page provides the CDE publication Improving Education for Multilingual and English Learner Students: Research to Practice. It includes the publication in its entirety as well as each chapter, available for individual study. The web page also contains links to the webinars which introduce each chapter.

Multilingual Education
This CDE web page provides information about multilingual programs and resources for educators and parents.

Newcomer Students
This page provides information regarding newcomer and immigrant students, including definitions and data, newcomer programs, funding programs, and additional resources.

Preschool English Learners: Principles and practices to promote Language, Literacy, and Learning (PDF)
This CDE resource guide supports the education of dual-language learners.

SBE-Adopted English Language Arts/English Language Development (ELA/ELD) Framework
The CDE developed the 2014 ELA/ELD Framework to support and incorporate the California Common Core State Standards for ELA and Literacy in History/Social Studies, Science, and Technical Subjects and the California ELD Standards (CA ELD Standards).

State Seal of Biliteracy
This program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English.

SBE-Adopted English Language Development Standards
The California ELD Standards amplify the California State Standards for ELA and Literacy in History/Social Studies, Science, and Technical Subjects.

External Resources and Information

Association of Two-Way & Dual Language Education (ATDLE) ATDLE is a national organization which supports the development and continued implementation of Two-Way and Dual-Language programs throughout the United States.

English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives
This 2018 National Academies of Sciences report shows that English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.

First 5 California Dual Language Learner Pilot Study: Summary of Study Findings
This 2022 research brief is based on a large-scale study conducted by the American Institutes for Research and partners to identify and expand promising practices to support dual language learners (children aged five and younger living in households where a language other than English is spoken).

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CA Education for a Global Economy Initiative

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Information regarding the California Education for a Global Economy (CA Ed.G.E.) Initiative (Proposition 58).

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CDE Resources: Education for a Global Economy Initiative

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CDE Resources: Education for a Global Economy Initiative

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In November 2016, California voters approved Proposition 58, also known as the CA Ed.G.E. Initiative. The purpose of the CA Ed.G.E. Initiative is to ensure that all children in California public schools receive the highest quality education, master the English language, and access high-quality, innovative, and research-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.

Programs for English Learner (EL) Students

Programs for EL Students Home | Structured English Immersion | Dual Language Immersion | Developmental Bilingual | Transitional Bilingual

Programs for EL students are also known as language acquisition programs. They are educational programs designed for EL students to ensure English acquisition as rapidly and effectively as possible. Language acquisition programs provide instruction to EL students on the state-adopted academic content and English language development (ELD) standards through integrated and designated ELD.
Language acquisition programs include, but are not limited to:

Dual language immersion programs (DLI or Two-Way)

Transitional and Developmental programs for EL students

Structured English Immersion (SEI)

At a minimum, a local educational agency (LEA) shall offer an SEI program option for EL students. Education Code (EC) Section 306(c).
Any language acquisition program provided by an LEA shall:

Be designed using evidence-based research and include both designated and integrated ELD.

Be allocated sufficient resources by the LEA to be effectively implemented, including, but not limited to:

Certificated teachers with the appropriate authorizations,

Necessary instructional materials,

Pertinent professional development for the proposed program, and

Opportunities for parent and community engagement to support the proposed program goals.

Within a reasonable period of time, lead to:

Grade-level proficiency in English, and, when the program model includes instruction in another language, proficiency in that other language; and

Achievement of the state-adopted academic content standards in English, and, when the program model includes instruction in another language, achievement of the state-adopted academic content standards in that other language.

California Code of Regulations (5 CCR) Section 11309 (c) and (d).
Language Acquisition Program Design, Implementation, and Evaluation

Program Design

Design each program through the lens of the principles and elements of the California EL Roadmap (pages 24-28 of the EL Roadmap printed document).

Develop and implement each program at the school or district level, with teacher planning and program alignment:

Horizontally: Involving a specific grade level to align instruction with standards, and

Vertically: Involving all pertinent grade levels to ensure a smooth flow of instruction from one grade level to the next.

Set and focus on the overall program and grade-specific goals (i.e., S.M.A.R.T. Goals: Specific, Measurable, Achievable, Relevant, and Time-Bound).

Design the program based on identified needs and evidence-based effective practice that consistently addresses all four domains of language: listening, speaking, reading, and writing.

Implementation

Evaluate

Evaluate each program at least annually through the continuous improvement process to determine effectiveness in reaching program goals. Based on evaluation findings, the LEA modifies the program design and instruction to improve practice and outcomes

Language Acquisition Program Instruction

Promotes multilingual and multicultural understanding and positive self-esteem,

Provides core content instruction with designated and integrated ELD,

Aligns the core curriculum to the state-adopted grade level and ELD standards,

Includes formative assessment to inform teacher strategies during instruction and planning for next steps,

Utilizes print, audio, visual, graphic, and electronic resources, and

Defines the reasonable amount of time for the program to provide student attainment of English language proficiency and meet the reclassification criteria, including academic progress.

Opting out of EL services:
U.S. Department of Education Office of English Language Acquisition
English Learner Toolkit , Chapter 7

Parents have the right to opt their students out of EL programs or particular EL services. This decision must be voluntary and based on a full understanding of the EL student's rights, the range of services available to the student, and the benefits of such services.

If a parent decides to opt their student out of EL programs or particular EL services, the student still retains their status as an English learner.

LEAs must continue to monitor the English language proficiency and academic progress of students who opt out of EL programs and services. If a student does not demonstrate appropriate growth in English language proficiency or maintain appropriate academic levels, the LEA must inform the parents in a language they understand and offer EL services.

English learners who opt out of EL programs and/or services will continue to be assessed annually with the Summative English Language Proficiency Assessment for California until they are reclassified as Fluent English Proficient (RFEP). After reclassification, all RFEP students will be monitored for four years.

Education Code (EC) and California Code of Regulations (CCR)

Amended California EC (DOCX)
California EC amended by the passage of the CA Ed.G.E. Initiative, which includes sections 300, 305, 306, 310, 320, and 335.

Available Translations of California EC
California EC in English is the official version. This Spanish translation is offered as a courtesy.

New and amended CCR sections 11300, 11301, 11309, 11310, 11311, 11312, and 11316, which took effect July 1, 2018.

Available Translations of the CCR
The regulations in English is the official version. This Spanish translation is offered as a courtesy.

Chart which shows the CCR sections 11300, 11301, 11309, 11310, 11311, 11312, and 11316, and related EC language.

CA Ed.G.E. Initiative Frequently Asked Questions

The California Education for a Global Economy (CA Ed.G.E.) Initiative, otherwise known as Proposition 58, took effect July 1, 2017, and the corresponding regulations took effect July 1, 2018. These frequently asked questions are intended to assist local educational agencies in implementing the provisions in the California Education Code (EC) and California Code of Regulations (5 CCR). This collection represents frequently asked questions, and is not intended to be an exhaustive list of all possible questions

Frequently Asked Questions (FAQs)

CA Ed.G.E. Initiative Resources

State and Federal Resources and Information

CA Ed.G.E. Initiative Implementation Handbook for School Districts and County Offices of Education (PDF)
This handbook provides detailed information on the CA Ed.G.E. Initiative for local implementation.

Biliteracy Pathway Recognitions
The Biliteracy Pathway Recognitions recognize preschool, kindergarten, elementary, and middle school students who have demonstrated progress toward proficiency in speaking, reading, and writing in one or more languages in addition to English.

California Practitioners' Guide for Educating English Learners with Disabilities (PDF)
This California Department of Education (CDE) web page includes the guide and other resources for identifying, assessing, supporting, and reclassifying EL students with disabilities.

2020-23 Educator Workforce Investment Grant (EWIG):English Learner (EL) Roadmap Implementation
This page provides information regarding webinars, professional development, and tools provided by the two grantees of the EWIG. English Learner Roadmap Implementation for Systemic Excellence provides information on how to implement the principles of the EL Roadmap Policy through EL programs and services, and Multilingual California Project specializes in multilingual program design and implementation through the lens of the EL Roadmap Principles and elements.

2023-25 EWIG: Effective Language Acquisition Programs (ELAP)
This page provides connections to the four lead grantees of the EWIG: ELAP, who provide free professional learning statewide for all interested teachers, paraprofessionals, site leaders, and school counselors on the implementation of effective language acquisition programs. This may include integrated language development within and across content areas, development of bilingual and biliterate proficiency, and building and strengthening capacity to implement the EL Roadmap policy.

English Language Development (ELD) Standards
This page includes the State Board of Education-adopted CA ELD standards, ELD video series, information, and resources to assist local educational agencies (LEAs) in designing, implementing, and enhancing integrated and designated ELD instruction for EL students.

EL Roadmap
This page includes the EL Roadmap Policy and a printable guide to assist LEAs in implementing California's 21st-century college-and-career-ready standards, curriculum, instruction programs, and assessments for English learners

Global California 2030 (PDF)
Global California 2030 in Spanish (PDF)
The Global California 2030 initiative vastly expands the teaching of world languages and the number of students proficient in more than one language over the next 12 years. The CDE's mission, through Global California 2030, is to equip students with world language skills to better appreciate and more fully engage with the rich and diverse mixture of cultures, heritages, and languages found in California and the world, while also preparing them to succeed in the global economy.

Improving Education for Multilingual and English Learners: Research to Practice
CDE Press, 2020
This page provides the CDE publication Improving Education for Multilingual and English Learner Students: Research to Practice. It includes the publication in its entirety as well as each chapter, available for individual study. The web page also contains links to the webinars which introduce each chapter.

Multilingual Education
This CDE web page provides information about multilingual programs and resources for educators and parents.

Newcomer Students
This page provides information regarding newcomer and immigrant students, including definitions and data, newcomer programs, funding programs, and additional resources.

Preschool English Learners: Principles and practices to promote Language, Literacy, and Learning (PDF)
This CDE resource guide supports the education of dual-language learners.

SBE-Adopted English Language Arts/English Language Development (ELA/ELD) Framework
The CDE developed the 2014 ELA/ELD Framework to support and incorporate the California Common Core State Standards for ELA and Literacy in History/Social Studies, Science, and Technical Subjects and the California ELD Standards (CA ELD Standards).

State Seal of Biliteracy
This program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English.

SBE-Adopted English Language Development Standards
The California ELD Standards amplify the California State Standards for ELA and Literacy in History/Social Studies, Science, and Technical Subjects.

External Resources and Information

Association of Two-Way & Dual Language Education (ATDLE) ATDLE is a national organization which supports the development and continued implementation of Two-Way and Dual-Language programs throughout the United States.

English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives
This 2018 National Academies of Sciences report shows that English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.

First 5 California Dual Language Learner Pilot Study: Summary of Study Findings
This 2022 research brief is based on a large-scale study conducted by the American Institutes for Research and partners to identify and expand promising practices to support dual language learners (children aged five and younger living in households where a language other than English is spoken).

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CA Education for a Global Economy Initiative

# data[].attributes.attachment_link.description
Information regarding the California Education for a Global Economy (CA Ed.G.E.) Initiative (Proposition 58).

# data[].attributes.attachment_link.title
Dual Language Immersion – A rigorous academic environment that promotes biliteracy, bilingualism and multiculturalism.

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A rigorous academic environment that promotes biliteracy, bilingualism and multiculturalism.

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This website is using a security service to protect itself from online attacks. The action you just performed triggered the security solution. There are several actions that could trigger this block including submitting a certain word or phrase, a SQL command or malformed data.

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California Association for Bilingual Education

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California Association for Bilingual Education

# data[].attributes.headline
Office of English Language Acquisition: Benefits of Multilingualism Poster

# data[].attributes.subject
Office of English Language Acquisition: Benefits of Multilingualism Poster

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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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Supports for Multilingual Learners in Mathematics

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Supports for Multilingual Learners in Mathematics

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Support MLLs through structured language routines that support sense-making, optimize output, cultivate conversation, and maximize linguistic and cognitive meta-awareness.

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Connecting Globally, World Languages at Our Schools - Dual Immersion Riverside County Consortium

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The Dual Immersion Riverside County Consortium is proud to host an exciting in-person event for Dual Language Immersion educators from Riverside and surrounding counties, all united by the goal of connecting globally through language. This inspiring day will feature a keynote address by a distinguished leader in multilingual education, setting the tone for a rich program centered on advocacy, innovation, and collaboration in dual language learning. All speakers and presenters are recognized experts—multilingualism advocates, seasoned educators, researchers, and professional learning facilitators—dedicated to advancing opportunities for world language learners. Grounded in the Guiding Principles for Dual Language Education, the event will offer a wide range of breakout sessions led by current practitioners in the following areas: •	Program Structure •	Curriculum and Instruction •	Assessment and Accountability •	Staff Quality and Professional Development •	Family and Community Engagement •	Support and Resources Don’t miss this opportunity to learn, connect, and be inspired as we continue Connecting Globally through world languages in our schools. For more information, please contact: Administrator, Victor Portillo | vportillo@rcoe.us Administrator’s Secretary, Jimmy Gomez | jmgomez@rcoe.us