# data[].attributes.body
The demands of satisfying their needs grow as more English Language Learners enter our classroom. It is crucial that, as educators, we use professional knowledge to direct these students' education in order to satisfy their needs.

I've chosen to write about English language learners. First through third grade classroom teachers are my intended audience. As an English language learner myself, I struggled as a small child entering a school that I knew nothing about. This is why I chose this issue. Today teach these pupils, and I'm continually seeking for new ways to learn how to help them in the classroom.

# data[].attributes.body
I interviewed Bryan Castro. Bryan has been a Spanish teacher for 13 years and he states he loves it. He has been working with students who’s first language is other than English and he has seen the struggle that some of these students go through daily basis. He teaches at a higher level he states, “when a student comes into my classroom for the first time and Spanish is all they know I can see their level of anxiety go down as they are in an environment where others can understand them” Bilingual Education has become more important in our society the past 10 years. We are seeing an increase of these students in our classrooms and the requirements to meet their needs keep increasing. As a future administrator this topic is very important because I need to understand these students background and what their learning needs are. Understanding the students will allow me to prepare my teachers to the best of their ability to assist these students in the classroom. English Language learners are making a big impact in our schools today. By 2025, 1 out of 4 children in classrooms across the nation will be an English language learner (ELL) student (National Education Association, 2020).

Best Practices

·         Cultivate relationships and be culturally responsive

·         Teach language skills across curriculum

Incorporate the student’s native language in the classroom

Our existing curriculum is not designed to teach this student, which is a new problem that we are seeing as the number of ELL students in the classroom rises. The tools needed to bring these pupils where they need to be or aligned with the other students are not available to teachers. More resources and teachers are required in Texas, where we also have a shortage of teachers who are qualified to instruct English language learners.

Interview: Bryan Castro 8th grade Spanish teacher at Lone Star Jr. High School

https://lonestar.saisd.org/

Association, N. E. (2020, July). English language learners. NEA. Retrieved July 20, 2022, from https://www.nea.org/resource-library/english-language-learners

# data[].attributes.headline
Padlet Slide #3 Professional Association:

# data[].attributes.subject
Padlet Slide #3 Professional Association:

# data[].attributes.body
As the demand of English language learners continue to grow, teachers feel overwhelmed. EL’s have been the fastest growing subgroup in the past ten years. As of 2013 there were 4.5 million language learners in the United States, nearly 1 in every 10 students (Wendi Pillars, 2020). In this article we can see that teachers are reaching out because they feel that they do not have the necessary resources to teach our ELL's (English Language Learners). Teachers that have been working with ELL students give advice to new teachers. They state to be patient and to get to understand the student, just because they are not proficient in our language it does not mean that they are not intelligent. Another great advice they give is to “Hold them accountable for their work and participate” (Wendi Pillars, 2020) This will let them know that they are liable for their work and their learning. As teachers, our role is to be actors, advocates, and allies—not bystanders. Although it’s true we live in an amazing country with powerful ideals— “The American Dream”—our journey, and that of our students, is far from over. Using the phrase “your kids” deflects our investment and responsibility in every student’s learning and denies us the richness of their lives. English-learners are not going away. They are “our kids” through and through, an integral piece of “our world,” now and in the future. (Wendi Pillars, 2020)

Association, N. E. (2020, July). English language learners. NEA. Retrieved July 20, 2022, from https://www.nea.org/resource-library/english-language-learners

# data[].attributes.attachment_link.readable_text
Despite the fact that English-language learners (ELLs) and immigrant students have been the fastest growing student subgroup in the United States for the past 10 years, teachers continue to report that they feel unprepared to work with students who are language learners. Professional development for reaching ELLs seems, at best, a one-shot deal, even though ELL enrollment continues to increase annually in most states. As of 2013, there were 4.5 million language learners in the United States, nearly 1 in 10 students in public schools, and they are not going to disappear.

I believe teachers are frustrated. Teachers continually ask me, an English as a second language (ESL) teacher, what to "do" with "them," and worry about "them" bringing scores down. They wonder why they have to have "those kids" in their classroom, and ask me what I will do with "my" kids while everyone else does the "regular" activity.

It breaks my heart. Of all the labels and data points (ELLs, ESL learners, LEPs, ELs, immigrants, migrants, LEP subgroup, Title III accountability, AMAOs considered in AYP, etc.), the absolute worst one of all is " your kids".

In an effort to portray our students, who happen to be language learners, as the humans they are-stripped of labels, and devoid of data points-my students created a project entitled: I have a face, I have a name, I have a voice. Part of the project was indeed about honing language skills, but the sweet spot of learning lies in the center of content, purpose, and application. Students were determined to use this project to catalyze change and improve how teachers view ELLs. Here are their top takeaways compiled from the things they wish teachers knew.

#4: Remember they are intelligent. Just because they aren't proficient in the English language-yet-doesn't mean they are "stupid." They are deeply attuned to body language and tone of voice-be mindful of yours. They have an incredible wealth of knowledge and experiences that inform their thinking and worldviews. Ask them what they know and ask them to share their experiences, even if only in pictures. They have fascinating stories of multidimensional resilience, courage, and perseverance that each of us can learn from.

#3: Be patient. Give them time to answer, to complete their work, and to think of the words they need. Allowing time to process, to listen, to manipulate the thoughts in their minds, and express their understanding as well as they can will help them feel more confident and successful. This also necessitates a positive classroom community, in which peers are equally patient and understanding. It further necessitates teachers knowing exactly what students should walk away from class knowing each day, and sharing those objectives with the students so they can measure their own learning.

#2: Hold them accountable for their work and participation. Provide feedback on what they do well and areas they can work on to become better. Make sure each student answers questions and participates in class every day. Don't ignore "them," or take it easy on "them." Challenge them to do what others are expected to do at the very least, if not more, and celebrate their progress. If you lessen or lower your expectations for them, they know this, and equate it with teachers not caring about them. When imagining what they are capable of accomplishing, students often take their cues from us. We know that our expectations of our students are often self-fulfilling, and language learners are no different.

By far the most frequently mentioned action that teachers can take to help language learners:

#1: Talk to them. Or at least try. Don't ignore them. Talk to them about non-academic things, their interests, their dreams and goals, and what they did during the weekend. Give them responsibilities in the classroom to demonstrate trust. Talk to them honestly about the obstacles they face. Spend time, when possible, in one-on-one interactions, whether it is during class or after-school tutoring. In other words, build relationships with them. Doing so helps us remember to see what they can do, rather than what they cannot do.

From my listening and observing, it's also vital for us to impart the following message to our students about their responsibilities:

"Many teachers and classmates may consider you as invisible. Rather than wait for the perfect circumstances or for others to take the initiative to "see" you, it's time to take the responsibility to write, to tell your own story, and to represent yourself. You are important, and it's up to you to ensure that everyone knows you are. Turn your dreams, hopes, experiences, goals, and thinking into action. Use them to color yourself in, to fill in the proverbial lines and make yourself fully visible. You've worked so hard to get where you are today. Some of you have sacrificed beyond imagination ... but your story doesn't end here.

Ultimately, it is your responsibility to make yourself visible. Doing so will provide the missing puzzle piece for others, so they know you, and begin to see you as the complex human being you are. Once they have seen you from your perspective, and have heard your voice and your story, you will have begun to catalyze change. You will have set into motion teachers' desires to view all students in a new way. In turn, others, too, will become visible. Their voices will be heard."

As teachers, our role is to be actors, advocates, and allies-not bystanders. Although it's true we live in an amazing country with powerful ideals-"The American Dream"-our journey, and that of our students, is far from over. Using the phrase "your kids" deflects our investment and responsibility in every student's learning, and denies us the richness of their lives. English-learners are not going away. They are "our kids" through and through, an integral piece of "our world," now and in the future.

I am not so naive as to believe all the labels or polarized conversations will disappear, but I refuse to let it be the only conversation. Listening to each other's stories can inspire us to care in a different way and consider what we need to do differently-better-to help all of our students succeed.

It may be demanding to work with our English-learners, but in the heart of our greatest challenges, we can indeed stumble upon life's most incredible gifts. It takes courage from all sides, which is only apt since courage comes from the Latin word for heart, at once the center and starting point for the most impactful learning.

# data[].attributes.attachment_link.title
What English-Language Learners Wish Teachers Knew (Opinion)

# data[].attributes.attachment_link.description
Despite the fact that English-language learners (ELLs) and immigrant students have been the fastest growing student subgroup in the United States for the past 10 years, teachers continue to report that they feel unprepared to work with students who are language learners.

# data[].attributes.body
The increase of ELL (English Language Learners) in the state of Texas is increasing rapidly. Most of these students are not becoming language proficient within the five years and are now being classified as “long-term learners” (Elizabeth Troball, 2020). In the article we can see that since more students are becoming less proficient in English, they are more than likely not to graduate from High School. Why is this happening the study identified some possible explanations for the decline in English learner attainment, like a lack of bilingual teachers and funding. Researchers also said that changes in assessment practices, grading and accountability policies could be impacting English learners’ ability to reclassify as English proficient(Elizabeth Troball, 2020). Our teachers need more resources to assist our students. We need to be ahead of the growth of ELL’s and get our teachers prepared for when they come into the classroom.

Association, N. E. (2020, July). English language learners. NEA. Retrieved July 20, 2022, from https://www.nea.org/resource-library/english-language-learners

# data[].attributes.attachment_link.title
Texas Schools Are Getting Worse At Advancing English-Learning Students, Report Says | Houston Public Media

# data[].attributes.attachment_link.description
New data show Texas schools may be failing their bilingual students, as an increasing share of English-learners aren’t becoming proficient in the language after five years.

# data[].attributes.headline
Padlet Slide #5 “English Language Learners in Public Schools”

# data[].attributes.subject
Padlet Slide #5 “English Language Learners in Public Schools”

# data[].attributes.body
In the article “English Language Learners in Public Schools” it shows us the increase of ELL students in the classroom. In 2019 an average of 5.1 million students where ELL learners which was an increase from 2010 that was only about 4.5 students (National Center for Education Statistics 2022.) Students who come into the classroom as EL’s (English Learners) automatically qualify to participate in programs that can improve English Language proficiency. In the article is shows us a map of the United States and it is color coded by the percentage of EL’s in the classroom with Texas having the highest percentage at 19.6 percent. It also brings to our attention that the increase of EL students is in the lower grades for example 15.0 percent of kindergarteners were EL students, compared with 9.6 percent of 6th-graders and 7.7 percent of 8th-graders. Among 12th-graders, only 5.5 percent of students were Els (National Center for Education Statistics 2022). With this article we can see the new needs of our EL’s that are coming into the classroom. .

https://nces.ed.gov/programs/coe/indicator/cgf/english-learners#suggested-citation

Reference

National Center for Education Statistics. (2022). English Learners in Public Schools. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved [date], from https://nces.ed.gov/programs/coe/indicator/cgf.

# data[].attributes.body
Fourteenth Amendment

The Equal Protection Clause of the Fourteenth Amendment provides that “No state shall . . . deny to any person within its jurisdiction the equal protection of the laws.”1 The most famous case applying the Equal Protection Clause to schools is Brown v. Board of Education. 2 In Brown, African American children, through their parents, challenged their denial of admission to “white” segregated schools as violating the Equal Protection Clause.3 The Supreme Court unanimously decided that the doctrine of “separate but equal” is “inherently unequal.”4 In declaring segregation unconstitutional, the Supreme Court overturned a half century of legal precedent that had stood ever since Plessy v. Ferguson.5

Association, N. E. (2020, July). English language learners. NEA. Retrieved July 20, 2022, from https://www.nea.org/resource-library/english-language-learners

# data[].attributes.body
Defines "bilingual education program." Requires that a bilingual education program make provision for the voluntary enrollment, of children whose language is English, in order that they may learn the language and cultural heritage of the children of limited English-speaking ability for whom the particular program of bilingual education is designed.

Authorizes the making of grants to institutions for the establishment, and improvement of training programs for persons participating in bilingual education programs.

Establishes, within the Office of Education, a Bureau of Bilingual Education to be headed by a Director of Bilingual Education.

Requires the Director to submit to Congress a report on the activities of the Bureau. Specifies the items to be included in such report.

Authorizes contracts with public agencies, institutions, and organizations in order to conduct research and experimental projects in the field of bilingual and bicultural education.

Establishes a National Advisory Council on Bilingual Education consisting of 15 members appointed by the President.

Provides that the Council shall review and evaluate the administration of this Act, including its effectiveness in improving the educational attainment of children with limited English-speaking ability.

Provides, under the Vocational Education Act, for the development of bilingual education vocational programs. Authorizes $40,000,000 for the establishment of this program in each of the next 2 fiscal years.

Provides, under the Adult Education Act and the Library Services and Construction Act, for bilingual programs.

Equal Educational Opportunities Act of 1974, 20 U.S.C. § 1703

# data[].attributes.body
Brown vs Board of Education of Topeka

In the ruling, which was handed down on May 17, 1954, Warren stated that because segregated schools are "inherently unequal," the notion of "separate but equal" had no place in the realm of public education. The Court declared that the plaintiffs were "deprived of the equal protection of the laws provided by the 14th Amendment" as a result.

History - brown v. Board of Education Re-enactment. United States Courts. (n.d.). Retrieved July 22, 2022, from https://www.uscourts.gov/educational-resources/educational-activities/history-brown-v-board-education-re-enactment

# data[].attributes.attachment_link.readable_text
The Plessy Decision

Although the Declaration of Independence stated that "All men are created equal," due to the institution of slavery, this statement was not to be grounded in law in the United States until after the Civil War (and, arguably, not completely fulfilled for many years thereafter). In 1865, the Thirteenth Amendment was ratified and finally put an end to slavery. Moreover, the Fourteenth Amendment (1868) strengthened the legal rights of newly freed slaves by stating, among other things, that no state shall deprive anyone of either "due process of law" or of the "equal protection of the law." Finally, the Fifteenth Amendment (1870) further strengthened the legal rights of newly freed slaves by prohibiting states from denying anyone the right to vote due to race.

Despite these Amendments, African Americans were often treated differently than whites in many parts of the country, especially in the South. In fact, many state legislatures enacted laws that led to the legally mandated segregation of the races. In other words, the laws of many states decreed that blacks and whites could not use the same public facilities, ride the same buses, attend the same schools, etc. These laws came to be known as Jim Crow laws. Although many people felt that these laws were unjust, it was not until the 1890s that they were directly challenged in court. In 1892, an African-American man named Homer Plessy refused to give up his seat to a white man on a train in New Orleans, as he was required to do by Louisiana state law. For this action he was arrested. Plessy, contending that the Louisiana law separating blacks from whites on trains violated the "equal protection clause" of the Fourteenth Amendment to the U.S. Constitution, decided to fight his arrest in court. By 1896, his case had made it all the way to the United States Supreme Court. By a vote of 8-1, the Supreme Court ruled against Plessy. In the case of Plessy v. Ferguson, Justice Henry Billings Brown, writing the majority opinion, stated that:

"The object of the [Fourteenth] amendment was undoubtedly to enforce the equality of the two races before the law, but in the nature of things it could not have been intended to abolish distinctions based upon color, or to endorse social, as distinguished from political, equality. . . If one race be inferior to the other socially, the Constitution of the United States cannot put them upon the same plane."

The lone dissenter, Justice John Marshal Harlan, interpreting the Fourteenth Amendment another way, stated, "Our Constitution is color-blind, and neither knows nor tolerates classes among citizens." Justice Harlan's dissent would become a rallying cry for those in later generations that wished to declare segregation unconstitutional.

Sadly, as a result of the Plessy decision, in the early twentieth century the Supreme Court continued to uphold the legality of Jim Crow laws and other forms of racial discrimination. In the case of Cumming v. Richmond (Ga.) County Board of Education (1899), for instance, the Court refused to issue an injunction preventing a school board from spending tax money on a white high school when the same school board voted to close down a black high school for financial reasons. Moreover, in Gong Lum v. Rice (1927), the Court upheld a school's decision to bar a person of Chinese descent from a "white" school.

The Road to Brown

(Note: Some of the case information is from Patterson, James T. Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy. Oxford University Press; New York, 2001.)

Early Cases

Despite the Supreme Court's ruling in Plessy and similar cases, many people continued to press for the abolition of Jim Crow and other racially discriminatory laws. One particular organization that fought for racial equality was the National Association for the Advancement of Colored People (NAACP) founded in 1909. For about the first 20 years of its existence, it tried to persuade Congress and other legislative bodies to enact laws that would protect African Americans from lynchings and other racist actions. Beginning in the 1930s, though, the NAACP's Legal Defense and Education Fund began to turn to the courts to try to make progress in overcoming legally sanctioned discrimination. From 1935 to 1938, the legal arm of the NAACP was headed by Charles Hamilton Houston. Houston, together with Thurgood Marshall, devised a strategy to attack Jim Crow laws by striking at them where they were perhaps weakest-in the field of education. Although Marshall played a crucial role in all of the cases listed below, Houston was the head of the NAACP Legal Defense and Education Fund while Murray v. Maryland and Missouri ex rel Gaines v. Canada were decided. After Houston returned to private practice in 1938, Marshall became head of the Fund and used it to argue the cases of Sweat v. Painter and McLaurin v. Oklahoma Board of Regents of Higher Education.

Pearson v. Murray (Md. 1936)

Disappointed that the University of Maryland School of Law was rejecting black applicants solely because of their race, beginning in 1933 Thurgood Marshall (who was himself rejected from this law school because of its racial acceptance policies) decided to challenge this practice in the Maryland court system. Before a Baltimore City Court in 1935, Marshall argued that Donald Gaines Murray was just as qualified as white applicants to attend the University of Maryland's School of Law and that it was solely due to his race that he was rejected. Furthermore, he argued that since the "black" law schools which Murray would otherwise have to attend were nowhere near the same academic caliber as the University's law school, the University was violating the principle of "separate but equal." Moreover, Marshall argued that the disparities between the "white" and "black" law schools were so great that the only remedy would be to allow students like Murray to attend the University's law school. The Baltimore City Court agreed and the University then appealed to the Maryland Court of Appeals. In 1936, the Court of Appeals also ruled in favor of Murray and ordered the law school to admit him. Two years later, Murray graduated.

Missouri ex rel Gaines v. Canada (1938)

Beginning in 1936, the NAACP Legal Defense and Education Fund decided to take on the case of Lloyd Gaines, a graduate student of Lincoln University (an all-black college) who applied to the University of Missouri Law School but was denied because of his race. The State of Missouri gave Gaines the option of either attending an all-black law school that it would build (Missouri did not have any all-black law schools at this time) or having Missouri help to pay for him to attend a law school in a neighboring state. Gaines rejected both of these options, and, employing the services of Thurgood Marshall and the NAACP Legal Defense and Education Fund, he decided to sue the state in order to attend the University of Missouri's law school. By 1938, his case reached the U.S. Supreme Court, and, in December of that year, the Court sided with him. The six-member majority stated that since a "black" law school did not currently exist in the State of Missouri, the "equal protection clause" required the state to provide, within its boundaries, a legal education for Gaines. In other words, since the state provided legal education for white students, it could not send black students, like Gaines, to school in another state.

Sweat v. Painter (1950)

Encouraged by their victory in Gaines' case, the NAACP continued to attack legally sanctioned racial discrimination in higher education. In 1946, an African American man named Heman Sweat applied to the University of Texas' "white" law school. Hoping that it would not have to admit Sweat to the "white" law school if a "black" school already existed, elsewhere on the University's campus, the state hastily set up an underfunded "black" law school. At this point, Sweat employed the services of Thurgood Marshall and the NAACP Legal Defense and Education Fund and sued to be admitted to the University's "white" law school. He argued that the education that he was receiving in the "black" law school was not of the same academic caliber as the education that he would be receiving if he attended the "white" law school. When the case reached the U.S. Supreme Court in 1950, the Court unanimously agreed with him, citing as its reason the blatant inequalities between the University's law school (the school for whites) and the hastily erected school for blacks. In other words, the "black" law school was "separate," but not "equal." Like the Murray case, the Court found the only appropriate remedy for this situation was to admit Sweat to the University's law school.

McLaurin v. Oklahoma Board of Regents of Higher Education (1950)

In 1949, the University of Oklahoma admitted George McLaurin, an African American, to its doctoral program. However, it required him to sit apart from the rest of his class, eat at a separate time and table from white students, etc. McLaurin, stating that these actions were both unusual and resulting in adverse effects on his academic pursuits, sued to put an end to these practices. McLaurin employed Thurgood Marshall and the NAACP Legal Defense and Education Fund to argue his case, a case which eventually went to the U.S. Supreme Court. In an opinion delivered on the same day as the decision in Sweat, the Court stated that the University's actions concerning McLaurin were adversely affecting his ability to learn and ordered that they cease immediately.

Brown v. Board of Education (1954, 1955)

The case that came to be known as Brown v. Board of Education was actually the name given to five separate cases that were heard by the U.S. Supreme Court concerning the issue of segregation in public schools. These cases were Brown v. Board of Education of Topeka, Briggs v. Elliot, Davis v. Board of Education of Prince Edward County (VA.), Bolling v. Sharpe, and Gebhart v. Ethel. While the facts of each case are different, the main issue in each was the constitutionality of state-sponsored segregation in public schools. Once again, Thurgood Marshall and the NAACP Legal Defense and Education Fund handled these cases.

Although it acknowledged some of the plaintiffs'/plaintiffs claims, a three-judge panel at the U.S. District Court that heard the cases ruled in favor of the school boards. The plaintiffs then appealed to the U.S. Supreme Court.

When the cases came before the Supreme Court in 1952, the Court consolidated all five cases under the name of Brown v. Board of Education. Marshall personally argued the case before the Court. Although he raised a variety of legal issues on appeal, the most common one was that separate school systems for blacks and whites were inherently unequal, and thus violate the "equal protection clause" of the Fourteenth Amendment to the U.S. Constitution. Furthermore, relying on sociological tests, such as the one performed by social scientist Kenneth Clark, and other data, he also argued that segregated school systems had a tendency to make black children feel inferior to white children, and thus such a system should not be legally permissible.

Meeting to decide the case, the Justices of the Supreme Court realized that they were deeply divided over the issues raised. While most wanted to reverse Plessy and declare segregation in public schools to be unconstitutional, they had various reasons for doing so. Unable to come to a solution by June 1953 (the end of the Court's 1952-1953 term), the Court decided to rehear the case in December 1953. During the intervening months, however, Chief Justice Fred Vinson died and was replaced by Gov. Earl Warren of California. After the case was reheard in 1953, Chief Justice Warren was able to do something that his predecessor had not-i.e. bring all of the Justices to agree to support a unanimous decision declaring segregation in public schools unconstitutional. On May 14, 1954, he delivered the opinion of the Court, stating that "We conclude that in the field of public education the doctrine of 'separate but equal' has no place. Separate educational facilities are inherently unequal. . ."

Expecting opposition to its ruling, especially in the southern states, the Supreme Court did not immediately try to give direction for the implementation of its ruling. Rather, it asked the attorney generals of all states with laws permitting segregation in their public schools to submit plans for how to proceed with desegregation. After still more hearings before the Court concerning the matter of desegregation, on May 31, 1955, the Justices handed down a plan for how it was to proceed; desegregation was to proceed with "all deliberate speed." Although it would be many years before all segregated school systems were to be desegregated, Brown and Brown II (as the Courts plan for how to desegregate schools came to be called) were responsible for getting the process underway.

# data[].attributes.attachment_link.title
History - Brown v. Board of Education Re-enactment

# data[].attributes.attachment_link.description
The Plessy Decision Although the Declaration of Independence stated that "All men are created equal," due to the institution of slavery, this statement was not to be grounded in law in the United States until after the Civil War (and, arguably, not completely fulfilled for many years thereafter).

# data[].attributes.body
(a) Each school district required to offer a bilingual education or English as a second language (ESL) program shall provide each English learner the opportunity to be enrolled in the required program at his or her grade level. Each student's level of proficiency shall be designated by the language proficiency assessment committee in accordance with §89.1220(g) of this title (relating to Language Proficiency Assessment Committee). The school district shall accommodate the instruction, pacing, and materials to ensure that English learners have a full opportunity to master the essential knowledge and skills of the required curriculum, which includes the Texas Essential Knowledge and Skills and English language proficiency standards (ELPS). Students participating in the bilingual education program may demonstrate their mastery of the essential knowledge and skills in either their primary language or in English for each content area.
(1) A bilingual education program of instruction established by a school district shall be a full-time program of dual-language instruction (English and primary language) that provides for learning basic skills in the primary language of the students enrolled in the program and for carefully structured and sequenced mastery of English language skills under

Texas Education Code (TEC), §29.055(a).

Texas Education Code (Tex. Admin.  Code §89.1220(g))

# data[].attributes.attachment_link.readable_text
(a) Each school district required to offer a bilingual education or English as a second language (ESL) program shall provide each emergent bilingual student the opportunity to be enrolled in the required program at his or her grade level. Each student's level of proficiency shall be designated by the language proficiency assessment committee (LPAC) in accordance with §89.1220(g) of this title (relating to Language Proficiency Assessment Committee). The school district shall accommodate the instruction, pacing, and materials to ensure that emergent bilingual students have a full opportunity to master the essential knowledge and skills of the required curriculum, which includes the Texas Essential Knowledge and Skills (TEKS) and English language proficiency standards (ELPS). Students participating in the bilingual education program may demonstrate their mastery of the essential knowledge and skills in either their primary language or in English for each content area. (1) A bilingual education program of instruction established by a school district shall be a full-time program of dual-language instruction (English and primary language) that provides for learning academic and literacy skills in the primary language of the students enrolled in the program and for carefully structured and sequenced mastery of English language skills under Texas Education Code (TEC), §29.055(a). (2) An ESL program of instruction established by a school district shall be a program of intensive instruction in English in which ESL teachers recognize and address language differences in accordance with TEC, §29.055(a). (b) The bilingual education program and ESL program shall be integral parts of the general educational program required under Chapter 74 of this title (relating to Curriculum Requirements) to include foundation and enrichment areas, ELPS, and college and career readiness standards. In bilingual education programs, school districts shall purchase instructional materials in both program languages with the district's instructional materials allotment or otherwise acquire instructional materials for use in bilingual education classes in accordance with TEC, §31.029(a). Instructional materials for bilingual education programs on the list adopted by the commissioner of education, as provided by TEC, §31.0231, may be used as curriculum tools to enhance the learning process. The school district shall provide for ongoing coordination between the bilingual/ESL program and the general educational program. The bilingual education and ESL programs shall address the affective, linguistic, and cognitive needs of emergent bilingual students as follows. (1) Affective. (A) Emergent bilingual students in a bilingual program shall be provided instruction using content-based language instructional methods and/or their primary language to acclimate students to the school environment and to develop academic language skills, which instills confidence, self-assurance, and a positive identity with their cultural heritages. The program shall be designed to consider the students' learning experiences and shall incorporate the cultural aspects of the students' backgrounds in accordance with TEC, §29.055(b). (B) Emergent bilingual students in an ESL program shall be provided instruction using content-based language instructional methods in English to acclimate students to the school environment and to develop academic language skills, which instills confidence, self-assurance, and a positive identity with their cultural heritages. The program shall be designed to incorporate the students' primary languages and learning experiences and shall incorporate the cultural aspects of the students' backgrounds in accordance with TEC, §29.055(b). (2) Linguistic. (A) Emergent bilingual students in a bilingual program shall be provided targeted and intentional academic language instruction to develop proficiency in listening, speaking, reading, and writing in both English and their primary language. The instruction in both languages shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills in all subjects, providing individualized linguistically accommodated content instruction commensurate with the students' language proficiency levels. The ELPS student expectations are provided for English development in conjunction with the TEKS. (B) Emergent bilingual students in an ESL program shall be provided targeted and intentional academic language instruction to develop proficiency in listening, speaking, reading, and writing in the English language. The instruction in academic content areas shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills in all subjects, providing individualized linguistically accommodated content instruction commensurate with the students' language proficiency levels. The ELPS student expectations are provided for English development in conjunction with the TEKS. (3) Cognitive. (A) Emergent bilingual students in a bilingual program shall be provided instruction in reading and language arts, mathematics, science, and social studies in both their primary language and English, using content-based language instructional methods in either their primary language, English, or both, depending on the program model(s) implemented by the district. The content area instruction in both languages shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills in all subjects. (B) Emergent bilingual students in an ESL program shall be provided instruction in English in reading and language arts, mathematics, science, and social studies using content-based language instructional methods. The instruction in academic content areas shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills. (c) The bilingual education program shall be implemented through at least one of the following program models. (1) Transitional bilingual/early exit is a bilingual program model in which students identified as emergent bilingual students are served in both English and the students' primary language and are prepared to meet reclassification criteria to be successful in English instruction with no second language acquisition supports not earlier than two or later than five years after the student enrolls in school. Instruction in this program is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061(b)(1), for the assigned grade level and content area. The goal of early-exit transitional bilingual education is for program participants to use their primary language as a resource while acquiring full proficiency in English. This model provides instruction in literacy and academic content through the medium of the students' primary language and English using content-based language instruction methods. (2) Transitional bilingual/late exit is a bilingual program model in which students identified as emergent bilingual students are served in both English and the students' primary language and are prepared to meet reclassification criteria to be successful in English instruction with no second language acquisition supports not earlier than six or later than seven years after the student enrolls in school. Instruction in this program is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061(b)(2), for the assigned grade level and content area. The goal of late-exit transitional bilingual education is for program participants to use their primary language as a resource while acquiring full proficiency in English. This model provides instruction in literacy and academic content through the medium of the students' primary language and English through content-based language instruction. (3) Dual language immersion/one-way is a bilingual/biliteracy program model in which students identified as emergent bilingual students are served in both English and the program's partner language and are prepared to meet reclassification criteria in order to be successful in English instruction with no second language acquisition supports not earlier than six or later than seven years after the student enrolls in school. Instruction provided in the partner language and English is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061. When the instructional time for both the partner language and English is 50%, a paired-teaching arrangement may be utilized in which instruction provided in English may be delivered either by a teacher appropriately certified in bilingual education or by a different teacher certified in ESL in accordance with TEC, §29.061. The goal of one-way dual language immersion is for program participants to attain bilingualism and biliteracy in English and the partner language. This model provides ongoing instruction in literacy and academic content through content-based language instruction in English as well as the students' primary language, with at least half of the instruction delivered in the students' primary language for the duration of the program. (4) Dual language immersion/two-way is a bilingual/biliteracy program model in which students identified as emergent bilingual students are integrated with non-emergent bilingual students and are served in both English and the program's partner language and are prepared to meet reclassification criteria in order to be successful in English instruction with no second language acquisition supports not earlier than six or later than seven years after the student enrolls in school. Instruction provided in English and the partner language is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061. When the instructional time for both the partner language and English is 50%, a paired-teaching arrangement may be utilized in which instruction provided in English may be delivered either by a teacher appropriately certified in bilingual education or by a different teacher certified in ESL in accordance with TEC, §29.061. The goal of two-way dual language immersion is for program participants to attain bilingualism and biliteracy in English as well as the partner language. This model provides ongoing instruction in literacy and academic content through content-based language instruction in English and the partner language with at least half of the instruction delivered in the partner language for the duration of the program. (d) The ESL program shall be implemented through one of the following program models. (1) An ESL/content-based program model is an English acquisition program that serves students identified as emergent bilingual students through English instruction provided by a teacher appropriately certified in ESL under TEC, §29.061(c), using content-based language instruction methods in reading and language arts, mathematics, science, and social studies. The goal of content-based ESL is for emergent bilingual students to attain full proficiency in English in order to participate equitably in school. (2) An ESL/pull-out program model is an English acquisition program that serves students identified as emergent bilingual students through English instruction using content-based language instruction methods provided by an appropriately certified ESL teacher under TEC, §29.061(c), through English reading and language arts in a pull-out or inclusionary delivery setting. The goal of ESL pull-out is for emergent bilingual students to attain full proficiency in English in order to participate equitably in school. (e) Except in the courses specified in subsection (f) of this section, content-based language instructional methods, which may involve the use of the students' primary language, may be provided in any of the courses or electives required for promotion or graduation to assist students identified as emergent bilingual students to master the essential knowledge and skills for the required subject(s). The use of content-based language instruction shall not impede the awarding of credit toward meeting promotion or graduation requirements. (f) In subjects such as art, music, and physical education, emergent bilingual students shall participate with their non-emergent bilingual peers in general education classes provided in the subjects. As noted in TEC, §29.055(d), elective courses included in the curriculum may be taught in a partner language. The school district shall ensure that emergent bilingual students enrolled in bilingual education and ESL programs have a meaningful opportunity to participate with non-emergent bilingual peers in all extracurricular activities. (g) The required bilingual education or ESL program shall be provided to every emergent bilingual student with parental approval until such time that the student meets reclassification criteria as described in §89.1226(i) of this title (relating to Testing and Classification of Students) or graduates from high school. Parental approval is required when the LPAC recommends continued dual language immersion program participation beyond reclassification.

Source Note: The provisions of this §89.1210 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective March 5, 1999, 24 TexReg 1383; amended to be effective April 18, 2002, 27 TexReg 3105; amended to be effective May 28, 2012, 37 TexReg 3822; amended to be effective July 15, 2018, 43 TexReg 4731; amended to be effective April 14, 2020, 45 TexReg 2415; amended to be effective August 9, 2023, 48 TexReg 4247

# data[].attributes.attachment_link.description
(a) Each school district required to offer a bilingual education or English as a second language (ESL) program shall provide each emergent bilingual student the opportunity to be enrolled in the required program at his or her grade level.

# data[].attributes.headline
Padlet Slide #10 Local Administrative Law/Policy/Rule

# data[].attributes.subject
Padlet Slide #10 Local Administrative Law/Policy/Rule

# data[].attributes.body
(A) English learners in a bilingual program shall be provided instruction using second language acquisition methods and/or their primary language to introduce basic concepts of the school environment, and content instruction both in their primary language and in English, which instills confidence, self-assurance, and a positive identity with their cultural heritages. The program shall be designed to consider the students' learning experiences and shall incorporate the cultural aspects of the students' backgrounds in accordance with TEC, §29.055(b).

Texas Education Code (TEC),§29.055(b).

# data[].attributes.attachment_link.readable_text
(a) Each school district required to offer a bilingual education or English as a second language (ESL) program shall provide each emergent bilingual student the opportunity to be enrolled in the required program at his or her grade level. Each student's level of proficiency shall be designated by the language proficiency assessment committee (LPAC) in accordance with §89.1220(g) of this title (relating to Language Proficiency Assessment Committee). The school district shall accommodate the instruction, pacing, and materials to ensure that emergent bilingual students have a full opportunity to master the essential knowledge and skills of the required curriculum, which includes the Texas Essential Knowledge and Skills (TEKS) and English language proficiency standards (ELPS). Students participating in the bilingual education program may demonstrate their mastery of the essential knowledge and skills in either their primary language or in English for each content area. (1) A bilingual education program of instruction established by a school district shall be a full-time program of dual-language instruction (English and primary language) that provides for learning academic and literacy skills in the primary language of the students enrolled in the program and for carefully structured and sequenced mastery of English language skills under Texas Education Code (TEC), §29.055(a). (2) An ESL program of instruction established by a school district shall be a program of intensive instruction in English in which ESL teachers recognize and address language differences in accordance with TEC, §29.055(a). (b) The bilingual education program and ESL program shall be integral parts of the general educational program required under Chapter 74 of this title (relating to Curriculum Requirements) to include foundation and enrichment areas, ELPS, and college and career readiness standards. In bilingual education programs, school districts shall purchase instructional materials in both program languages with the district's instructional materials allotment or otherwise acquire instructional materials for use in bilingual education classes in accordance with TEC, §31.029(a). Instructional materials for bilingual education programs on the list adopted by the commissioner of education, as provided by TEC, §31.0231, may be used as curriculum tools to enhance the learning process. The school district shall provide for ongoing coordination between the bilingual/ESL program and the general educational program. The bilingual education and ESL programs shall address the affective, linguistic, and cognitive needs of emergent bilingual students as follows. (1) Affective. (A) Emergent bilingual students in a bilingual program shall be provided instruction using content-based language instructional methods and/or their primary language to acclimate students to the school environment and to develop academic language skills, which instills confidence, self-assurance, and a positive identity with their cultural heritages. The program shall be designed to consider the students' learning experiences and shall incorporate the cultural aspects of the students' backgrounds in accordance with TEC, §29.055(b). (B) Emergent bilingual students in an ESL program shall be provided instruction using content-based language instructional methods in English to acclimate students to the school environment and to develop academic language skills, which instills confidence, self-assurance, and a positive identity with their cultural heritages. The program shall be designed to incorporate the students' primary languages and learning experiences and shall incorporate the cultural aspects of the students' backgrounds in accordance with TEC, §29.055(b). (2) Linguistic. (A) Emergent bilingual students in a bilingual program shall be provided targeted and intentional academic language instruction to develop proficiency in listening, speaking, reading, and writing in both English and their primary language. The instruction in both languages shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills in all subjects, providing individualized linguistically accommodated content instruction commensurate with the students' language proficiency levels. The ELPS student expectations are provided for English development in conjunction with the TEKS. (B) Emergent bilingual students in an ESL program shall be provided targeted and intentional academic language instruction to develop proficiency in listening, speaking, reading, and writing in the English language. The instruction in academic content areas shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills in all subjects, providing individualized linguistically accommodated content instruction commensurate with the students' language proficiency levels. The ELPS student expectations are provided for English development in conjunction with the TEKS. (3) Cognitive. (A) Emergent bilingual students in a bilingual program shall be provided instruction in reading and language arts, mathematics, science, and social studies in both their primary language and English, using content-based language instructional methods in either their primary language, English, or both, depending on the program model(s) implemented by the district. The content area instruction in both languages shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills in all subjects. (B) Emergent bilingual students in an ESL program shall be provided instruction in English in reading and language arts, mathematics, science, and social studies using content-based language instructional methods. The instruction in academic content areas shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills. (c) The bilingual education program shall be implemented through at least one of the following program models. (1) Transitional bilingual/early exit is a bilingual program model in which students identified as emergent bilingual students are served in both English and the students' primary language and are prepared to meet reclassification criteria to be successful in English instruction with no second language acquisition supports not earlier than two or later than five years after the student enrolls in school. Instruction in this program is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061(b)(1), for the assigned grade level and content area. The goal of early-exit transitional bilingual education is for program participants to use their primary language as a resource while acquiring full proficiency in English. This model provides instruction in literacy and academic content through the medium of the students' primary language and English using content-based language instruction methods. (2) Transitional bilingual/late exit is a bilingual program model in which students identified as emergent bilingual students are served in both English and the students' primary language and are prepared to meet reclassification criteria to be successful in English instruction with no second language acquisition supports not earlier than six or later than seven years after the student enrolls in school. Instruction in this program is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061(b)(2), for the assigned grade level and content area. The goal of late-exit transitional bilingual education is for program participants to use their primary language as a resource while acquiring full proficiency in English. This model provides instruction in literacy and academic content through the medium of the students' primary language and English through content-based language instruction. (3) Dual language immersion/one-way is a bilingual/biliteracy program model in which students identified as emergent bilingual students are served in both English and the program's partner language and are prepared to meet reclassification criteria in order to be successful in English instruction with no second language acquisition supports not earlier than six or later than seven years after the student enrolls in school. Instruction provided in the partner language and English is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061. When the instructional time for both the partner language and English is 50%, a paired-teaching arrangement may be utilized in which instruction provided in English may be delivered either by a teacher appropriately certified in bilingual education or by a different teacher certified in ESL in accordance with TEC, §29.061. The goal of one-way dual language immersion is for program participants to attain bilingualism and biliteracy in English and the partner language. This model provides ongoing instruction in literacy and academic content through content-based language instruction in English as well as the students' primary language, with at least half of the instruction delivered in the students' primary language for the duration of the program. (4) Dual language immersion/two-way is a bilingual/biliteracy program model in which students identified as emergent bilingual students are integrated with non-emergent bilingual students and are served in both English and the program's partner language and are prepared to meet reclassification criteria in order to be successful in English instruction with no second language acquisition supports not earlier than six or later than seven years after the student enrolls in school. Instruction provided in English and the partner language is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061. When the instructional time for both the partner language and English is 50%, a paired-teaching arrangement may be utilized in which instruction provided in English may be delivered either by a teacher appropriately certified in bilingual education or by a different teacher certified in ESL in accordance with TEC, §29.061. The goal of two-way dual language immersion is for program participants to attain bilingualism and biliteracy in English as well as the partner language. This model provides ongoing instruction in literacy and academic content through content-based language instruction in English and the partner language with at least half of the instruction delivered in the partner language for the duration of the program. (d) The ESL program shall be implemented through one of the following program models. (1) An ESL/content-based program model is an English acquisition program that serves students identified as emergent bilingual students through English instruction provided by a teacher appropriately certified in ESL under TEC, §29.061(c), using content-based language instruction methods in reading and language arts, mathematics, science, and social studies. The goal of content-based ESL is for emergent bilingual students to attain full proficiency in English in order to participate equitably in school. (2) An ESL/pull-out program model is an English acquisition program that serves students identified as emergent bilingual students through English instruction using content-based language instruction methods provided by an appropriately certified ESL teacher under TEC, §29.061(c), through English reading and language arts in a pull-out or inclusionary delivery setting. The goal of ESL pull-out is for emergent bilingual students to attain full proficiency in English in order to participate equitably in school. (e) Except in the courses specified in subsection (f) of this section, content-based language instructional methods, which may involve the use of the students' primary language, may be provided in any of the courses or electives required for promotion or graduation to assist students identified as emergent bilingual students to master the essential knowledge and skills for the required subject(s). The use of content-based language instruction shall not impede the awarding of credit toward meeting promotion or graduation requirements. (f) In subjects such as art, music, and physical education, emergent bilingual students shall participate with their non-emergent bilingual peers in general education classes provided in the subjects. As noted in TEC, §29.055(d), elective courses included in the curriculum may be taught in a partner language. The school district shall ensure that emergent bilingual students enrolled in bilingual education and ESL programs have a meaningful opportunity to participate with non-emergent bilingual peers in all extracurricular activities. (g) The required bilingual education or ESL program shall be provided to every emergent bilingual student with parental approval until such time that the student meets reclassification criteria as described in §89.1226(i) of this title (relating to Testing and Classification of Students) or graduates from high school. Parental approval is required when the LPAC recommends continued dual language immersion program participation beyond reclassification.

Source Note: The provisions of this §89.1210 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective March 5, 1999, 24 TexReg 1383; amended to be effective April 18, 2002, 27 TexReg 3105; amended to be effective May 28, 2012, 37 TexReg 3822; amended to be effective July 15, 2018, 43 TexReg 4731; amended to be effective April 14, 2020, 45 TexReg 2415; amended to be effective August 9, 2023, 48 TexReg 4247

# data[].attributes.attachment_link.description
(a) Each school district required to offer a bilingual education or English as a second language (ESL) program shall provide each emergent bilingual student the opportunity to be enrolled in the required program at his or her grade level.

# data[].attributes.body
Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation.

As educators we must treat all students the same and provide them with the same learning experience.

Educators Code of Ethics (Tex. Admin.  Code §247.2)

# data[].attributes.attachment_link.readable_text
Enforceable Standards.
(1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. (B) Standard 1.2. The educator shall not intentionally, knowingly, or recklessly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or that are used to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. (J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state. (K) Standard 1.11. The educator shall not intentionally, knowingly, or recklessly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. (L) Standard 1.12. The educator shall refrain from the illegal use, abuse, or distribution of controlled substances, prescription drugs, and toxic inhalants. (M) Standard 1.13. The educator shall not be under the influence of alcohol or consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. (H) Standard 2.8. The educator shall not intentionally or knowingly subject a colleague to sexual harassment. (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. (C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. (E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator. (H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. (I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly, or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.

# data[].attributes.headline
Padlet Slide #12 Personal Connection to the Legal and Ethical Standards

# data[].attributes.subject
Padlet Slide #12 Personal Connection to the Legal and Ethical Standards

# data[].attributes.body
I am extremely personally involved in this issue. My second language being English, I can understand what these students are going through. Because I have had a similar experience, I can put myself in their position. I work with English language learners today because I want to change that. I want the students who are learning English to understand that they are not alone and that we are here to support them in becoming the best versions of themselves.

# data[].attributes.headline
Padlet Slide #13 Bulleted list of Recommendations / Best Practices for Compliance

# data[].attributes.subject
Padlet Slide #13 Bulleted list of Recommendations / Best Practices for Compliance

# data[].attributes.body
·    CULTIVATE RELATIONSHIPS AND BE CULTURALLY RESPONSIVE

·    TEACH LANGUAGE SKILLS ACROSS THE CURRICULUM

·    EMPHASIZE PRODUCTIVE LANGUAGE

·    SPEAK SLOWLY—AND INCREASE YOUR WAIT TIME

·    DIFFERENTIATE—AND USE MULTIPLE MODALITIES

·    INCORPORATE STUDENTS’ NATIVE LANGUAGES—AND DON’T BE AFRAID OF TECHNOLOGY

Kaplan, E. (2019, April 12). 6 essential strategies for teaching English language learners. Edutopia. Retrieved July 22, 2022, from https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-learners

# data[].attributes.attachment_link.readable_text
Over 10 percent of students in the United States-more than 4.8 million kids-are English language learners (ELLs), and the number is on the rise. Though these students do not learn differently than their native-English-speaking peers, they do have particular educational needs.

To learn about these needs-and best practices for addressing them-I interviewed a range of educators and observers, including Larry Ferlazzo, an educator and author of The ESL/ELL Teacher's Survival Guide; longtime teachers of English as a second language (ESL) Emily Francis and Tan Huynh; and the journalist Helen Thorpe, who spent a year observing a teacher who works with ELLs.

The group emphasized that the strategies listed here, which include both big-picture mindsets and nitty-gritty teaching tactics, can be incorporated into all classrooms, benefiting both native English speakers and ELLs.

1. Cultivate Relationships and Be Culturally Responsive

No surprise here. A successful classroom, our educators agreed, is one in which students feel known, appreciated, and comfortable taking emotional and intellectual risks. That requires intentional planning and consistent messaging by the teacher.

Emily Francis, an ESL teacher in Concord, North Carolina, makes clear that she wants her students to "embrace their culture and their language as a foundation of who they are" and to consider their acquisition of a new culture and language "not as subtractive, but as additive." To help support students who may never have attended school before or may be coping with migration-based trauma, Francis emphasizes that little things make a big difference. "The first thing that I need to think about is, how is my student feeling in my classroom?" she says. "Are they sitting next to a buddy they can ask a question in their home language? Do they feel comfortable tapping me on the shoulder if they have to go to the bathroom?"

But creating a supportive environment is also about cultivating an appreciation of diversity-it's critical that both the curriculum and the classroom environment honor and reflect the lives of the students. For instance, Francis makes certain that her classroom library is reflective of her students' diverse backgrounds and identities.

ESL teacher Katie Toppel, who teaches near Portland, Oregon, champions the value of home visits to get to know students' families and takes care to incorporate the particulars of students' lives, such as pets' names and favorite sports, into lessons. Students are most engaged when they feel a personal connection to a lesson or unit, a connection that's created in part by a teacher's investment in culturally competent relationships.

2. Teach Language Skills Across the Curriculum

English language learners should not be learning the fundamentals of English in isolation; they should be applying their developing language skills to rich academic content in all subjects.

"It is key that in mainstream classrooms, teachers understand their role as language teachers," says Valentina Gonzalez, a district leader in Katy, Texas, suggesting that all teachers should be aware of the specialized idiom they work within. "If we teach math, then we teach the language of mathematics. If we teach science, then we teach the language of science." Math teachers, in other words, should take the time to teach the unfamiliar vocabulary of mathematics- add, subtract, calculator, solve -concurrently with the teaching of math skills.

3. Emphasize Productive Language

The educators I interviewed agreed that productive language skills-hard-to-master dimensions of language fluency like speaking and writing-should be front and center from day one, even if students feel hesitant about them.

Beginning ELLs often develop receptive language skills like listening and reading first. Educators who are unaware of the typical path to fluency may believe that students who can follow verbal or written directions will be able to produce oral or written language, but that's usually not the case.

To support reluctant speakers, Tan Huynh, an educator who blogs at Empowering ELLs, suggests using sentence frames. "For example, when a science teacher wants ELLs to produce a hypothesis, they might offer the sentence, 'If _____ was added, then _____ because _____.' This sentence frame provides clues that empower ELLs to sound and think like scientists," Huynh says.

Andrea Honigsfeld, a professor of education at Molloy College in Rockville, New York, suggests that all lessons touch on every letter of the acronym SWIRL, which stands for Speak, Write, Interact, Read, Listen. The approach intentionally privileges productive language skills "from the beginning," she says.

4. Speak Slowly-and Increase Your Wait Time

Easier said than done. Still, many of the teachers I spoke to said this simple change is vital. You can record yourself speaking in class to measure your cadence, and adjust.

"Adding in an extra three to five seconds after we pose a question offers all students time to think," explains Gonzalez. "However, for English learners, it also gives time to translate, process their thinking, translate back into English, and develop the courage to answer. If we call on students too quickly, many of our students will stop thinking about the answers-or trying to answer at all."

That means undoing some of our own habits, according to Larry Ferlazzo, a high school ESL teacher in Sacramento, California. "Researchers have found that typically most teachers give one to two seconds between asking a question and expecting a student response," he says. "The same researchers have shown that if you wait three to five seconds, the quality of responses is astronomically greater."

5. Differentiate-and Use Multiple Modalities

All kids learn better when they engage with material in multiple ways: Lessons that involve writing, speaking, drawing, and listening, for example, give students four opportunities to deepen their understanding of the work. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier.

Helen Thorpe, a journalist who spent a year observing Eddie Williams's classroom in Denver in order to write a book about immigrants called The Newcomers, marveled at Williams's method of differentiation. "Eddie would enunciate very clearly in English multiple times, he would write it on the board, and he would go to the projector to give a visual. And, finally, he'd be asking the kids to verbalize aspects of the lesson themselves," she says, tracing Williams's efforts to move his students from receptive to productive language fluency.

Toppel uses a strategy called QSSSA to scaffold classroom discussions with ELLs. The letters stand for Question (the teacher poses a question, then gives ample think time); Signal (a designated motion like a thumbs-up, a finger on the nose-something that lets students indicate that they're ready to answer); Stem (the teacher provides a sentence starter for the question-for example, for "What is your favorite place to read a book?" the stem might be, "My favorite place to read a book is _____"); Share; and Assess.

6. Incorporate Students' Native Languages-and Don't Be Afraid of Technology

Bilingualism is the goal, of course, not replacement.

Ferlazzo uses a strategy called "preview, view, review," which leverages a student's native language skills as a foundation for learning the new language. He introduces a topic and encourages students to preview it in materials in their home language (often using multilingual videos and other online resources); he then teaches the topic in English, and then has students review the information in their home language.

Ferlazzo also encourages teachers to embrace technologies that students find helpful, like Google Translate. He stresses that the app can be a useful way for students to translate words quickly-but warns that it can quickly "become a dependency" if it's used as more than a handy dictionary.

Thorpe agrees that Translate can take pressure off teachers, who sometimes find that they "just stand at the front of the room and say things over and over. And if the kids didn't know what those words are, they're out of luck." Translation technology means you can say it once (or twice) and let the students use the technology to translate key words and phrases.

# data[].attributes.attachment_link.title
6 Essential Strategies for Teaching English Language Learners

# data[].attributes.attachment_link.description
We interviewed educators with decades of experience in teaching ELLs and tapped a network of experts and observers to find the strategies that work.