This inequitable practice makes it appear as if bilingual learners have lower language abilities compared to their monolingual peers. Yet many schools, particularly those in new immigration destination regions, continue to measure bilingual students’ vocabulary using monolingual norms. Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies.Spanish‐English bilingual learners are the fastest growing demographic in U.S. Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the area of science. Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics. Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts. Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting. The English language proficiency goals and standards are as follows: These five language proficiency standards include both social and academic uses of the language students must acquire for success in and beyond the classroom. The goals of the English Language Development Program at Saucon Valley School District follows the Five WIDA ELD Standards. The student’s native language is not used in either instruction or support Language Focus: English language skills and content are the focus of instruction. Support could be provided either inside or outside of the regular classroom.Ĭlass Composition: ELs and non-ELs are placed together in the same classroom The student’s native language is not used in either instruction or support.

The ELD program utilizes different Language Instructional Educational Programs depending on the ELs’ grade and language level. These teachers are responsible for planning for and incorporating language instruction as well as supports, modifications, and accommodations needed to allow ELs to access the standards to which the course is aligned. ELD delivered by non-ESL teachers is incorporated into all classes taught by non-ESL licensed teachers in which ELs are enrolled. It is to be embedded within other courses with the direct support of an ESL program specialist as appropriate based on the program design and needs of the students. The program is either taught as a stand-alone class or course at the secondary level or as pull small group at the elementary level. ELD instruction provides systematic, explicit, and sustained language instruction designed to prepare students for the general academic program by focusing, in meaningful and contextualized circumstances, on the academic language structures that underpin social and academic constructs.

It is specifically designed to develop the English language proficiency of ELs so that they are able to use English in social and academic settings and access challenging academic standards. ELD in this context is driven by language, but it draws from general education content as a vehicle for instruction in order to contextualize language learning. To enable ELs to participate in all mainstreamed classes as well as communicate in and contribute to real world situations.Įnglish language development instruction is delivered by a licensed ESL teacher and can be its own content area.To increase the English language proficiency of ELs so that they can meet state and district academic standards.To develop ELs competency in listening, speaking, reading and writing English.The goal our English Language Development Program (ELD) is to facilitate the acquisition of English language skills of students whose native or first language is not English. Programs under this section shall include appropriate bilingual/bicultural or English as a Second Language (ESL) instruction by a certified ESL specialist. Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the student's achievement of English proficiency and the academic standards under § 4.12 (relating to academic standards).

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