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In spring 2012, the New York State Education Department (NYSED) launched the Bilingual Common Core Initiative (BCCI) to develop new English as a New Language (ENL) and Native Language Arts (NLA) Standards aligned to the Common Core. Extensive research conducted over the last ten years indicates that the integration of language and content instruction leads to higher student outcomes.

As a result of this process, NYSED has developed New Language Arts Progressions (NLAP) and Home Language Arts Progressions (HLAP) for every NYS Common Core Learning Standard in every grade. The Theoretical Foundations of the Bilingual Common Core Initiative can be found at .

In April 2014, NYSED released its vision for educating ELLs in New York State in its Blueprint for English Language Learners Success. The Office of Bilingual Education and World Languages' (OBEWL) mission is to ensure that all New York State English Language Learners (ELLs) attain the highest level of academic success and that all Multilingual Learners (MLs) - which include ELLs, Former/Ever ELLs, World Languages students, and heritage speakers of World Languages - achieve the highest level of language proficiency in English and in one or more other languages. We strive to ensure that all students' individual educational paths and socio-emotional needs are met in multiple languages leading them to college and career readiness. NYSED believes that all teachers are teachers of ELLs.

The Units of Study tables provided are guidelines for mandated services for ELLs as per Commissioner's Regulations Part 154-2 in both English as a New Language and Bilingual Education programs. As always, ENL instruction is an integral part of the Bilingual Education program.
CR Part 154-2 (K-8) English as New Language (ENL ) Units of Study and Staffing Requirements CR Part 154-2 (9-12) English as New Language (ENL ) Units of Study and Staffing Requirements CR Part 154-2 (K-8) Transitional Bilingual Education Program CR Part 154-2 (9-12) Transitional Bilingual Education Program
The Units of Study Table Glossary covers key terms that are used in the Units of Study tables and in other OBEWL documents.

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In spring 2012, the New York State Education Department (NYSED) launched the Bilingual Common Core Initiative (BCCI) to develop new English as a New Language (ENL) and Native Language Arts (NLA) Standards aligned to the Common Core. Extensive research conducted over the last ten years indicates that the integration of language and content instruction leads to higher student outcomes.

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(scroll down for information on ELL testing accommodations)

The New York State Identification Test for English Language Learners (NYSITELL)

The New York State Identification Test for English Language Learners (NYSITELL) is the only assessment instrument in New York State for measuring the English language proficiency of a student who may possibly be an ELL. The results of the NYSITELL are used to determine the type of instructional program into which the student must be placed. The NYSITELL is a secure test.
When is the NYSITELL administered?
The NYSITELL is administered once the parent/guardian completes the Home Language Questionnaire (HLQ) and an informal interview is conducted in the home/primary language and in English. The initial English language assessment using the NYSITELL is conducted only once at the time of the student's enrollment in a NYS school. The NYSITELL results will reveal whether or not the student should be classified as ELL. It will also tell you the level of the student's English proficiency in order to appropriately place the student and to plan instruction.
Where can a school order copies of the NYSITELL?
An initial online request for the NYSITELL may be submitted upon receipt of a memorandum in early June from the Office of State Assessment entitled "Procedures for Requesting and Storing the NYSITELL." Accompanying this memorandum is a school data sheet, which contains your user name and password to log onto the online request system to place your request. Questions concerning the ordering of NYSITELL materials should be directed to the Office of State Assessment at 518-474-8220. For more information about ordering, visit the Office of State Assessment.
How often is the NYSITELL administered?
The NYSITELL is administered only once within two weeks of the student's initial enrollment in a New York State school.

If a student transfers into a NYS district from another NYS district, the NYSITELL is not to be administered to this student. Every attempt must be made to obtain the student's records from his/her original school.

If a student does have records, place the student based on the most recent NYSESLAT score.

If the student has no records, treat as a new entrant and carry out the entire identification procedure.

If a student comes from another state, treat the student as a new entrant and the entire initial identification procedure must be followed.

How are test results reported?
The results are reported in raw scores, scale scores and performance levels. More information may be found at the NYS NYSITELL website.

The New York State English as a Second Language Achievement Test (NYSESLAT)

The NYSESLAT (New York State English as a Second Language Achievement Test) is the annual English language assessment used to determine if an ELL continues to be limited English proficient, based upon such student scoring at a state designated level of English proficiency on the NYSESLAT (CR Part 154.2)(c). The NYSESLAT has five levels: K-1, 2-4, 5-6, 7-8 and 9-12. It consists of Speaking, Listening, Reading, and Writing sub-tests that are aligned with the NYS Leaning Standards for English as a Second Language.
What is the purpose of the NYSESLAT?
The NYSESLAT is used to measure progress toward the ELL's achievement of proficiency in English. Based on the test, the student's proficiency level in English is classified as Entering, Emerging, Transitioning, Expanding, or Commanding. Such classification must be used to provide the required amount of English as a New Language (ENL) and English Language Arts instruction prescribed under Part 154 of the Regulations of the Commissioner of Education.
How are NYSESLAT test results reported?
NYSESLAT results are reported in raw scores, scale scores, and English proficiency levels. The NYSESLAT results determine whether a student continues to qualify for instructional services for ELLs or if the student will exit from bilingual education or ENL instructional services.
Who takes the NYSESLAT?
The NYSESLAT is a mandated test for all ELLs. Every ELL must take the NYSESLAT until she/he has reached the level of Commanding on the NYSESLAT, which will allow her/him to exit a bilingual education or ENL program.
When is the NYSESLAT administered?
The NYSESLAT is administered only in April-May of each year. The NYSESLAT is a secure test.
Where can a school order copies of the NYSESLAT?
An "Instructional Guide" containing instructions for ordering the NYSESLAT is sent to building principals of public, charter, and nonpublic schools each year, usually in March. The Instructional Guide provides information on how to initiate an electronic order of the NYSESLAT. Orders are made by the school principal or designated staff person. More information may be found at the New York State Education Department NYSESLAT website.
NYSESLAT Rubrics
Testing Accommodations for English Language Learners

Schools may provide testing accommodations to ELLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs who need them. A list of NYS approved accommodations may be found in the School Administrator's Manual (SAM) for each respective test.

NEW: November 2018 Field Advisory regarding: Next-Day Completion of Testing for English Language Learners/Multilingual Learners on Regents Examinations
Testing Accommodations for ELLs on NYS ELA and Content-area assessments include: Time Extension (all exams)
Schools may extend the test time for ELL students on NYS ELA and content-area Assessments and on Regents Examinations. Principals may use any reasonable extensions, such as "time and a half" (the required testing time plus half that amount), in accordance with their best judgment about the needs of the ELL students. Principals should consult with the student's classroom teacher in making these determinations.
Separate Location (all exams)
Schools are encouraged to provide optimal testing environments and facilities for ELLs. NYS assessments may be administered to ELLs individually or in small groups in a separate location.
Third Reading of Listening Selection (English Language Arts Exams Only).
Proctors may read the listening passage three times to ELLs on grades 3-8 English Language Arts assessments and on the Regents Comprehensive Examination in English.
Bilingual Dictionaries and/or Glossaries
ELLs may use bilingual glossaries when taking State examinations in all subjects except foreign languages. The bilingual dictionaries and glossaries may provide only direct one to one translations of words. Bilingual dictionaries and/or glossaries that provide definitions or explanations are not permitted. Bilingual glossaries in the content areas are available for downloading.

Simultaneous use of English and Alternative Language Editions are not allowed for English Language Arts Examinations. For state examinations for which the Department provides written translations, ELLs may use both English and an alternative language edition of the test simultaneously. However, they should be instructed to record all of their responses in only one of the two editions. The alternative language edition used by the student should be so indicated on the student's answer sheet. Note: There are no translations of English Language Arts examinations.

Oral Translation for Low Incidence Languages are not allowed for English Language Arts Examinations. Schools may provide ELL students with an oral translation of a state examination when there is no translated edition provided by the Department. All translations must be oral, direct translations of the English editions. Written translations are not allowed. No clarifications or explanations may be provided. Translators should receive copies of the English edition of the tests one hour prior to administration. The Office of Bilingual Education and World Languages and the Regional Bilingual Education Resource Networks can assist schools in locating suitable translators.

Writing Responses in the Home/Primary Language are not allowed for English Language Arts Examinations. ELL students making use of alternative language editions or of oral translations of state examinations other than the ELA may write their responses to the open ended question in their home/primary language. Scoring the tests is the responsibility of the school. However, the Department's Office of Bilingual Education and World Languages and the RBERNs can assist schools in locating persons who can translate the students' responses into English to facilitate scoring of the answer papers.
What accommodations are permitted for ELLs on the NYSESLAT?
The NYSESLAT is designed specifically for ELLs. Therefore, testing accommodations ordinarily permitted for ELLs taking other State tests are not permitted for the NYSESLAT. ​ Specific accommodations for ELLs with an IEP are noted below.
What NYSESLAT accommodations are permitted for ELLs with an IEP?
ELLs with an IEP should be provided the testing accommodations specified in their IEP or Section 504 Accommodation Plan (504 Plan), and refer to the memo To be consistent with the other State examinations, beginning with the 2017 administration of the NYSESLAT, students with disabilities whose individualized education programs (IEPs) or Section 504 accommodation plans (504 Plans) document that tests be read aloud (by way of human reader or technology) must be provided this testing accommodation for all sections of the test. In previous years, the Listening, Speaking, and Writing sections of the NYSESLAT could be read to students, but the Reading section could not. For the Writing subtest, students may NOT receive assistance or have their responses corrected for spelling, grammar, paragraphing, or punctuation. For further information, please visit the Office of State Assessment Change in Allowable Testing Accommodations on the New York State English as a Second Language Achievement Test (NYSESLAT).
Can ELLs be exempted from any NYS Regents Examinations?
A high school principal may grant exemptions to new entrants from another country or from another State on selected Regents Examinations for students who are initially placed in grades 11 or 12. This exemption includes all transfer students initially placed in 11th or 12th grade, and includes monolingual students as well as ELLs.
What exemptions apply to students who arrive in NYS and are placed in the 11th grade?
A principal may grant an exemption from the Global History and Geography Regents Exam only if the student's first entry to a New York State school is in Grade 11. The principal may exempt a student from the requirement for the Regents examination in Global History and Geography ordinarily taken and passed before the date of the student's entry.
What exemptions apply to students who arrive in NYS and are placed in the 12th grade?
A principal may grant an exemption from the Science Regents Exam only if the student's first entry into a New York State school was in Grade 12. The principal may exempt a student from the requirement for the Regents examination in Science and the Regents examination in Global History and Geography which are ordinarily taken and passed before the date of the student's entry.
Test Accommodations for Former ELLs Are there testing accommodations available for Former ELL students?
Yes. On September 15, 2008 the NYSED Board of Regents approved extending test accommodations to former ELLs for two additional years after achieving proficiency on the NYSESLAT.

This limited two-year extension in testing accommodations will provide former ELLs an opportunity to demonstrate their content knowledge by leveling the playing field while they continue to develop their linguistic and academic skills. These testing accommodations will not affect the validity or reliability of the required State assessments nor will they change the academic level or the expected performance criteria of such assessments. (Board of Regents item)

The Department will implement this policy revision for all impacted New York State Testing Programs for the 2008-2009 academic year, commencing with the Elementary Level Examination in Social Studies (Grade 5) that will be administered in November 2008. (Assessment Notification Memo to the field by David Abrams)

ELLs and Former ELLs are entitled to these ELL Testing Accommodations as per CR Part 154 Regulations. District staff should make all necessary arrangements in providing these accommodations during all State exams.

If you have any questions please contact the Office of State Assessment at (518) 474-5902.
Report: Next-Generation Summative English Language Proficiency Assessments for English Learners: Priorities for Policy and Research
Updated 03/25/21

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(scroll down for information on ELL testing accommodations) The New York State Identification Test for English Language Learners (NYSITELL) is the only assessment instrument in New York State for measuring the English language proficiency of a student who may possibly be an ELL.

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In spring 2012, the New York State Education Department (NYSED) launched the Bilingual Common Core Initiative (BCCI) to develop new English as a New Language (ENL) and Native Language Arts (NLA) Standards aligned to the Common Core. Extensive research conducted over the last ten years indicates that the integration of language and content instruction leads to higher student outcomes.

As a result of this process, NYSED has developed New Language Arts Progressions (NLAP) and Home Language Arts Progressions (HLAP) for every NYS Common Core Learning Standard in every grade. The Theoretical Foundations of the Bilingual Common Core Initiative can be found at .

In April 2014, NYSED released its vision for educating ELLs in New York State in its Blueprint for English Language Learners Success. The Office of Bilingual Education and World Languages' (OBEWL) mission is to ensure that all New York State English Language Learners (ELLs) attain the highest level of academic success and that all Multilingual Learners (MLs) - which include ELLs, Former/Ever ELLs, World Languages students, and heritage speakers of World Languages - achieve the highest level of language proficiency in English and in one or more other languages. We strive to ensure that all students' individual educational paths and socio-emotional needs are met in multiple languages leading them to college and career readiness. NYSED believes that all teachers are teachers of ELLs.

The Units of Study tables provided are guidelines for mandated services for ELLs as per Commissioner's Regulations Part 154-2 in both English as a New Language and Bilingual Education programs. As always, ENL instruction is an integral part of the Bilingual Education program.
CR Part 154-2 (K-8) English as New Language (ENL ) Units of Study and Staffing Requirements CR Part 154-2 (9-12) English as New Language (ENL ) Units of Study and Staffing Requirements CR Part 154-2 (K-8) Transitional Bilingual Education Program CR Part 154-2 (9-12) Transitional Bilingual Education Program
The Units of Study Table Glossary covers key terms that are used in the Units of Study tables and in other OBEWL documents.

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In spring 2012, the New York State Education Department (NYSED) launched the Bilingual Common Core Initiative (BCCI) to develop new English as a New Language (ENL) and Native Language Arts (NLA) Standards aligned to the Common Core. Extensive research conducted over the last ten years indicates that the integration of language and content instruction leads to higher student outcomes.

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Differentiating by Proficiency Level Examples

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Copy of Template - Diff by proficiency levels

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Copy of Template - Diff by proficiency levels

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Differentiating by proficiency level Template

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Linguistic Targets for Entering/Emerging 

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Linguistic Targets for Entering/Emerging 

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LEO: I don’t think Rosa Parks was a hero.ANA: What do you mean? She’s famous!LEO: All she did was sit down on a bus.ANA: But they wrote books about her.LEO: They write books about lots of people. They’re famous, but maybe they’re not heroes.ANA: I guess that’s true. So, what’s a hero?LEO: Someone wh

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Parent Informational Video: Dual Language and Transitional Bilingual Education Programs in New York State

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Parent Informational Video: Dual Language and Transitional Bilingual Education Programs in New York State

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Parent Informational Video: Dual Language and Transitional Bilingual Education Programs in New York State

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New York State students have the opportunity to attend bilingual programs that support bilingualism and biliteracy. Our schools offer Dual Language Bilingual Education and Transitional Bilingual Education programs in a variety of languages. This video shares parents' views about why they chose bilingual programs and how their choices impact their children's education and their families' experiences overall.

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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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WIDA Consortium | New York State Education Department

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At the October 2025 meeting of the Board of Regents, NYSED announced that New York will be joining the WIDA Consortium. WIDA is an educational services organization within the University of Wisconsin–Madison’s School of Education that advances academic language development and achievement for multilingual students. WIDA’s mission is to provide a trusted comprehensive approach to supporting, teaching, and assessing multilingual learners.

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Sign up to receive New York updates from WIDA

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New York is joining the WIDA Consortium!

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The Importance of Home Language Series | HeadStart.gov

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School readiness and school success for children who are dual language learners are tied directly to mastery of their home language. This series of handouts is designed to provide staff and families with basic information on topics related to children learning two or more languages.

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The Language Experience Approach and Adult Learners

Marcia Taylor, JobLink 2000
June 1992

The language experience approach (LEA) is a whole language approach that promotes reading and writing through the use of personal experiences and oral language. It can be used in tutorial or classroom settings with homogeneous or heterogeneous groups of learners. Beginning literacy learners relate their experiences to a teacher or aide, who transcribes them. These transcriptions are then used as the basis for other reading and writing activities.

The LEA, first developed for Maori-speaking (Ashton-Warner, 1963) and native-English-speaking children (Spache & Spache, 1964; Stauffer, 1965), has also been used successfully with learners of all ages. Adult learners entering ESL programs may or may not have previous educational or literacy experiences; nonetheless, all come to class with a wealth of life experiences. This valuable resource for language and literacy development can be tapped by using the LEA. The approach develops literacy not only with the whole learner in mind, but also the whole language.

Features of the Language Experience Approach

The LEA is as diverse in practice as its practitioners. Nonetheless, some characteristics remain consistent (Hall, 1970):

Materials are learner-generated.

All communication skills--reading, writing, listening, and speaking--are integrated.

Difficulty of vocabulary and grammar are determined by the learners own language use.

Learning and teaching are personalized, communicative, creative.

LEA With ESL Learners

Krashen and Terrell (1983) recommend two criteria for determining whether reading materials are appropriate for ESL learners: The reading must be 1) at a comprehensible level of complexity and 2) interesting to the reader. Reading texts originating from learners' experiences meet these two criteria because 1) the degree of complexity is determined by the learner's own language, and 2) the texts relate to the learner's personal interests.

Both criteria are of particular importance in adult beginning ESL classes, where the paucity of reading materials can be problematic. Many books written in simplified English are either too juvenile or too uninteresting to be considered appropriate reading material for adults.

Two Variations of LEA

The Personal Experience

The most basic, and in fact the original, form of the LEA is the simple transcription of an individual learner's personal experience. The teacher or aide (or in a mixed-ability class, a more proficient learner) sits with the learner so that the learner can see what is being written. The session begins with a conversation, which might be prompted by a picture, a topic the learner is interested in, a reading text, or an event the learner has participated in. Once a topic evolves, the learner gives an oral account of a personal experience related to that topic. The transcriber may help the learner expand or focus the account by asking questions.

In most forms of the LEA, the experience is transcribed as the learner dictates it, without transcriber corrections to grammar or vocabulary. This technique keeps the focus on the content rather than the form of what is written and provides concrete evidence of the learner's language growth over time (Heald-Taylor, 1989). Errors can be corrected later, during revising and editing stages of the writing process. The relationship between the transcriber and learner should be well established before attempting the LEA, and the transcriber should be supportive of what the learner has to say.

The Group Experience

Groups may also develop language experience stories together. An experience can be set up and carried out by the group, or stories can grow out of experiences and stimuli from any part of the learners' personal, work, or classroom lives. The following steps are often involved:

1. Choosing the experience or stimulus. In collaboration with the learners, choose a prompt or activity that can be discussed and written up in some form. This might include pictures, movies, videotapes, songs, books or articles, class projects, field trips, holidays or celebrations, or an activity designed for this purpose.

2. Organizing the activity. Develop a plan of action with the class. This might include what you will do and when, and what you will need. The plans can be written on the board to provide the first link between the activity itself and the written word.

3. Conducting the experience. The following activities might be done in the classroom or in the community.

Preparing food (sandwich, French toast, salad, popcorn)

Making cards (thank you notes, get well cards, holiday cards)

Class projects (simulations, bulletin boards, skits)

Taking field trips (to the bank, market, malls, library, city hall)

Mapping the school or the neighborhood.

If the experience takes place within the classroom, the teacher can narrate it as it unfolds, repeating key words and phrases.

For more advanced learners, discussions, as well as actual experiences, can evolve into group-produced texts. Discussion topics might include work, adult education, adjustment to life in the U.S., or current local and world events. Again, the teacher might write key words and phrases on the board as they are mentioned in the discussion.

4. Discussing the experience, including all learners in the discussion and writing key words and phrases on the board. The class might, for example, reconstruct the sequence of events that took place. Some learners may be capable of describing an entire experience or generating an extended text about a prompt, while others may only be able to answer questions about it. The teacher may need to stimulate or focus the discussion by asking wh- questions--Who was involved? When did this take place? What did we do first? Regardless of the level of active participation of various learners, it is crucial that all understand the discussion.

5. Developing a written account. The class works together to develop a written account of what was done or discussed. Before actually writing a text, the class might do some planning activities like brainstorming, webbing or mapping, listing, or sequencing ideas. Learners may dictate a description or sequence of events in an activity while the teacher or aide writes it down, or a group of students may work together in groups to produce an account. Regardless of who does the writing, it should be easily visible to all learners--on the board, on a flip chart pad, or on an overhead transparency.

The teacher does not correct the learners' language at this point, although learners may correct themselves or each other as they work together. Formal correction can be done later, as part of the revising and editing stages.

With beginning students, written compositions may be very simple, just a sentence or two if this represents their level of English proficiency. Length is not significant.

6. Reading the account. Once the written text is complete, the teacher or a learner can read it aloud to the class, focusing on key words and phrases, and then learners can read it silently on their own. Of course, oral reading of the account does not need to occur only at this stage, but can be done at many different points during its production, thus promoting rethinking and revision throughout its evolution.

7. Extending the experience. Many language and literacy activities beyond rereading can be based on the written text. The following possibilities can be selected and adapted according to learners' proficiency levels.

With beginning learners, teachers can

have students copy the story themselves;

have students match words with pictures or definitions;

delete every nth word (4th, 5th, 6th, etc.) to create a cloze exercise. Have the students fill in the blanks either with or without the assistance of a word bank, depending on their literacy level;

select words from the story for vocabulary, spelling, or sound-symbol correspondence activities;

use the texts to review a grammar point, such as sequence of tenses, word order, or pronoun referents;

dictate the story for learners to write;

write the sentences in scrambled order and have students rewrite them, restoring the correct sequence;

scramble key words and have students unscramble them.

More advanced learners can

use the group-produced text as the basis for individually written texts about the same topic, about a similar experience, or as a critique of this experience. Then they might read each others' texts;

revise and edit the texts and prepare them for publication;

read other texts related to the topic;

generate comprehension questions for classmates to answer;

write other types of texts--songs, poems, letters (for example, a letter to the editor), or directions for how to do something.

In a class with learners at different proficiency levels, the teacher can use the more basic activities with the learners at lower levels while the more proficient learners work on the more advanced activities individually or in groups, with less teacher help.

Conclusion

Although the LEA was developed primarily as a tool for reading development, this technique can be used successfully to develop listening, speaking, and writing as well. This integrated approach is unique in that it begins with students' individual or shared experiences as a basis for discussion, writing, and finally reading. As students see their personal experiences transcribed into the written word, they also gain a greater understanding of the processes of writing and reading and can make the bridge to reading and writing independently.

References

Ashton-Warner, S. (1963). Teacher. New York: Simon & Schuster.

Hall, M. A. (1970). Teaching reading as a language experience. Columbus, OH: Charles Merrill.

Heald-Taylor, G. (1989). Whole language strategies for ESL students. San Diego: Dormac.

Krashen, S. D., & Terrell, T.D. (1983). The natural approach. Hayward, CA: Alemany Press.

Spache, G., & Spache, E. (1964). Reading in the elementary school. New York: Allyn & Bacon.

Stauffer, R. G. (1965). A language experience approach. In J.A. Kerfoot (Ed.), First grade reading programs, perspectives in reading No. 5. Newark, DE: International Reading Association.

For Further Reading

Bell, J., & Burnaby, B. (1988). A handbook for ESL literacy. Toronto, Ontario: OISE Press.

Cohen, J., Della Piana, G., Merrill, J., Trathen, W., & Weiss, S.(1981). A reading and writing program using language-experience methodology among adult ESL students in a basic education program. (Volunteer Tutor and Administrator/Instructor Manuals). Salt Lake City: Utah State Board of Education. (ERIC No. ED 213 914 and ED 213 915)

Dixon, C. N., & Nessel, D. (l983). Language experience approach to reading ( and writing). Hayward, CA: Alemany Press. (ERIC No. ED 236 933)

Rigg, P. (1987). Using the language experience approach with ESL adults. TESL Talk, 20(1), 188-200. Toronto: Ministry of Citizenship.
Special thanks to Susan Huss and Peggy Seufert-Bosco for their helpful comments on this digest.
This document was produced at the Center for Applied Linguistics (4646 40th Street, NW, Washington, DC 20016 202-362-0700) with funding from the U.S. Department of Education (ED), Office of Educational Research and Improvement,under contract no. RI89166001. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or ED.

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Marcia Taylor, JobLink 2000 June 1992 The language experience approach (LEA) is a whole language approach that promotes reading and writing through the use of personal experiences and oral language. It can be used in tutorial or classroom settings with homogeneous or heterogeneous groups of learners.

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Seven Essential Components for Successful Dual Language Programs (Opinion)

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A Fulbright Distinguished teacher shares her thoughts on the key factors of a successful dual language program.

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I am extremely lucky.

I have the best "work wife" out there. We have very similar teaching philosophies, approaches to parents, passion for learning and reflecting, love of language...even our daughters are the same age! And while I might be nine inches taller than her, I lovingly refer to her as my "Latina Twin".

I am the English teacher in a two-teacher model of our Two-Way Immersion program. My teaching partner, Bebi, and I do not share a classroom. We have our content allocated so that she teaches only certain subjects in Spanish and I teach others in English, so we don't plan our actual lessons together. However, there is actually a lot that we do share:

1. Our students. All of them.

2. Our families. All of them.

3. Our yearlong plan - who is teaching which standards

4. Bridge week academic language and content ideas

5. Classroom routines, systems, and discipline procedures

6. Assessment data - both formal and informal

7. Reflection on lessons, behavior, the day in general, etc.

...so now that I think about it, maybe luck has very little to do with it. Perhaps it is the fact that we are both so willing to work together for the success of our students and our program that it feels like we're lucky. In reality, we work hard to have our classrooms both efficient and effective immersion environments. I'd like to highlight a few of those shared responsibilities for you here.
Our students
Our students are the reason we do everything we do. Every day at lunch we sit together and talk about "our kids".

How is so-and-so doing today? I think we should call a meeting with so-and-so's parents. So-and-so totally rocked guided reading today; I think I'm going to move him up a group!

We constantly compare the performance of our kids in English and in Spanish. We celebrate successes and problem-solve the challenges. It's important to us that we know the strengths and insights of each child so that we can help each one be successful in our program. We cannot do that without each other noticing those bits and pieces throughout the day and in different environments.
Our yearlong plan
Before the school year begins, we meet to go over dates and break down our units of study. While we have been doing this a while now (we're in our fifth year), we always find places where we need to make changes to our plan. We align the ends of our units with each other so that our bridge weeks (where we do extension activities using the academic language from the unit in the other language) occur at appropriate intervals. Our yearlong plan sets the tone to being on the same trajectory.

This is a snapshot of our Kindergarten Year at a Glance. We are working on reviewing our standards within each unit in order to reduce our redundancy. The unit titles are rather generic; however, they reflect the standards in each content area that we cover in our grade level. You can see our Bridge weeks occur at then end of a unit in both English and Spanish. (The handwritten notes are the high frequency words I will teach each week.)
Bridge week vocabulary and content ideas
When planning for our bridge week, Bebi and I discuss the pertinent academic language that will be bridged and the plan for the bridge week extension activity. This is really the only time we co-plan, so that we do not repeat content - and to help each other come up with strong extension activities in which to apply the learning. It is important that I know, for example, specifically what the first graders have learned about sound waves so that I can apply that academic language and knowledge in Spanish to help them design and build a musical instrument in English.
Classroom routines, systems, and discipline procedures
This is an area we continue to refine annually. Before the school year begins (and during the first few weeks as we get to know our new students), we set up certain procedures and systems so that we will teach and reinforce them in the SAME way. There are a lot of transitions in a two-teacher model, and it can be confusing for our kids to have two teachers with two different systems.

We have the same procedure for getting drinks after recess ("Uno, dos, tres, listo!" and "One, two, three, that's enough for me!"). Bathroom procedures (when it's okay to go, what symbol to use when it's an emergency) match in both of our classroom.

We teach Dictado in the same way, one week in Spanish, one in English. We even have the same procedure of carrying and using "wiggle seats" for our active learners. Being aligned with these daily routines helps our students to focus on language and content learning, without also having to juggle the question of "How is it done in this class?"

Those are just some of the ways we collaborate for the success of our students and our program. Feel free to comment or email if you would like more specifics on any other areas where I didn't go into detail.

Being a successful team takes effort, but with the right attitude, willingness to compromise here and there, and a few laughs along the way, you're sure to have a great year!

Come back in mid-October to read about suggestions on how to support monolingual families in a Two-Way Immersion program. See you then!

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Collaboration in a Two-Teacher Model | Teaching For Biliteracy

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I am extremely lucky. I have the best "work wife" out there. We have very similar teaching philosophies, approaches to parents, passion for learning and reflecting, love of language...even our daughters are the same age! And while I might be nine inches taller than her, I lovingly refer to her as my "Latina Twin".

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#29. Talk-Read-Talk-Write: Creating a Language-Rich Classroom - ELL Strategies | TanKHuynh

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Applying Nancy Motley's Talk Read Talk Write (TRTW) strategy in the ELL classroom. Differentiating TRTW for Beginning to Bridging ELs.

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Instructions used in textbook reading objectives and follow-up Tasks

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Instructions used in textbook reading objectives and follow-up Tasks

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Understanding Key Words in Writing Prompts 

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Understanding Key Words in Writing Prompts 

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In a Bilingual Education Program, do students in grades 9-12 who are granted Language Other Than English (LOTE) credits must be included in Home Language Arts (HLA) instruction?

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Home Language Arts shall mean a unit of study or its equivalent in Language Arts in the student’s home language. Such unit of study shall be aligned to the New York State learning standards for English Language Arts and Literacy and the English Language Arts curriculum of the school district and shall focus on literacy and language development in the home language.

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Home Language Arts: A unit of study or its equivalent in language arts in the student’s home language; the teaching and learning of reading, writing, speaking, and listening.

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Rigorous Home Language Arts instruction geared towards LTMLLs/LTELLs. It is very important that LTELLs receive explicit instruction in their home language. Home (or Native) Language Arts (HLA) classes build on and extend the strong oral communicative skills that LTELLs bring to school. These classes are different from world language classes which are typically designed for students at the beginning stages of learning a new language that they do not already speak and understand

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Transitional Bilingual Education (TBE) programs offer students of the same home language the opportunity to learn to speak, understand, read, and write in English while continuing to learn academic content in their home language. The students’ home language is used to help them progress academically in all content areas while they acquire English.

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Transitional Bilingual Education (TBE) programs offer students of the same home language the opportunity to learn to speak, understand, read, and write in English while continuing to learn academic content in their home language. The students’ home language is used to help them progress academically in all content areas while they acquire English.

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TBE K-8 Entering-Emerging (3 HL) Trans-Exp (2 HL)

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TBE K-8 Entering-Emerging (3 HL) Trans-Exp (2 HL)

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TBE 9-12 Entering-Emerging (3 HL) Trans-Exp (2 HL)

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TBE 9-12 Entering-Emerging (3 HL) Trans-Exp (2 HL)

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Bilingual Education refers to a language instruction program model in which academic content is taught in two languages. Two types of BE programs prevalent in NYS are transitional bilingual education and dual language. In NYS, BE must be research-based and comprised of the following instructional components: ● Language Arts which includes Home and English Language Arts; ● English as a New Language; and intent to align with English