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VISD Bilingual - ESL

Alejandro Mojica- Director of Bilingual-ESL                                                         Phone: (361) 788-9269
Melba Rios- Administrative Assistant                                                                    Fax: (361) 788-9642

 Blingual Program
Mission Statement
The mission of the Bilingual and ESL Programs is to provide our English Language Learners with the linguistic and academic tools necessary to become happy, successful, and productive members of our global community.

One-Way Dual Language Model (PK-2)
Program Goals
Students will be fully bilingual and bi-literate in English and Spanish
Students will maintain academic performance at or above grade level
Students will positively identify with their societal culture while exhibiting pride for their native language and cultural heritage

Definition
19 TAC §89.1210.
Dual language immersion/one-way is a biliteracy program model that serves only students identified as limited English proficient. This model provides instruction in both English and Spanish, or another language, and transfers a student to English-only instruction. Instruction is provided to English language learners in an instructional setting where language learning is integrated with content instruction. Academic subjects are taught to all students through both English and the other language.

Research
In 1995, Thomas and Collier reported “that students in well-taught bilingual classes that continue through at least sixth grade, with substantial cognitive and academic development of first language, are able to reach the 50th percentile and maintain their academic performance at the secondary level in academic classes taught all in English.”  They also reported that students who participate in dual language programs score higher than their monolingual peers in standardized tests. The chart below (2000) shows a comparison of the different models of instruction:

Moreover, research shows that instruction in both languages from a young age does not hinder the development of the native language (L1) or the second language (L2). On the contrary, the evidence suggests that LEP students learning both languages simultaneously obtain higher scores in assessments in both languages than their counterparts who receive instruction only in L1 or L2. (Escamilla et.al. 2009).  Furthermore, it is very important to understand that L2 is not learned by mere exposure. The school curriculum (math, science, social studies, and language arts) provide the content to make instruction in L2 intentional, purposeful, and systematic through sheltered instruction strategies designed to make language and content meaningful to second language learners (Young and Hadaway, 2005).

Program Progression Chart
L1 and L2 are allotted equal amount of time (50/50) in the 4 content areas. The one-way dual language model will be implemented in grade PK-2 during 2014-2015, grades PK-3 in 2015-2016, grades PK-4 in 2016-2017, and grades PK-5 in 2017-2018.
 

 

Late-Exit Bilingual Model

Consistent with our goal of full bilingualism and bi-literacy, the late-exit model will be phased out during the next three years as shown in the progression chart above. Students in Grades 3-5 will continue transitioning into English only instruction.

Expectations
Bilingual/ESL Office

  • Provide adequate training to principals, teachers, and teacher assistants
  • Provide adequate resources in both languages
  • Provide instructional guidance
  • Provide frequent feedback to teachers and administrators

Campus Administrators

  • Promote the program with the school community (students, parents, staff)
  • Create a school environment where bilingualism is evident (signs, bulletin boards, communication in Spanish) and valued
  • Monitor fidelity of implementation

Teachers

  • Be advocates for the program
  • Attend required trainings
  • Maintain academic language proficiency in both languages
  • Implement the model with fidelity
  • Provide and document linguistic accommodations for classes conducted in English

ESL Itinerant

  • Support teachers with implementing best practices and providing linguistic accommodations
  • Support students in the classroom
  • Attend required meetings
  • Attend required trainings

Parents

  • Be actively involved in their child’s education by attending meetings and school events
  • Respond promptly to communication attempts made by the school
  • Keep their child in the program until the end of 5th grade
  • Provide structure (in terms of time and space) to do school work at home

ESL
Mission Statement
The mission of the Bilingual and ESL Programs is to provide our English Language Learners with the linguistic and academic tools necessary to become happy, successful, and productive members of our global community.

Program Goals
Students will master the TEKS in all content areas through accommodated instruction
Students will acquire an advanced high level of English proficiency within 4 years as measured by TELPAS
Students will graduate from high school in a timely manner

Definition
19 TAC §89.1210.
English as a second language programs shall be intensive programs of instruction designed to develop proficiency in listening, speaking, reading, and writing in the English language. Instruction in English as a second language shall be commensurate with the student's level of English proficiency and his or her level of academic achievement. In prekindergarten through Grade 8, instruction in English as a second language may vary from the amount of time accorded to instruction in English language arts in the general education program for English proficient students to a full-time instructional setting using second language methods. In high school, the English as a second language program shall be consistent with graduation requirements under Chapter 74 of this title. The language proficiency assessment committee may recommend appropriate services that may include content courses provided through sheltered instructional approaches by trained teachers, enrollment in English as a second language courses, additional state elective English courses, and special assistance provided through locally determined programs.

Expectations
Bilingual/ESL Office

  • Provide adequate training to principals, classroom teachers, ESL itinerants, and teacher assistants
  • Provide adequate resources
  • Provide instructional guidance
  • Provide frequent feedback to teachers and administrators

Campus Administrators

  • Promote the program with the school community (students, parents, staff)
  • Create a school environment where acceptance of diversity is evident  and valued
  • Comply with TEA requirements by ensuring their staff is ESL certified according to the expectations delineated later in this manual.

Teachers

  • Be advocates for the program
  • Attend required trainings
  • Follow the instructional guidelines recommended by the ESL Itinerants
  • Provide the required accommodations 
  • Provide requested documentation in a timely manner

ESL Itinerant

  • Support teachers with implementing best practices and providing linguistic accommodations
  • Support students in the classroom
  • Perform all duties attached to federal and state compliance
  • Attend required meetings
  • Attend required trainings
  • Be an advocate for English Language Learners

Parents

  • Be actively involved in their child’s education by attending meetings and school events
  • Respond promptly to communication attempts made by the school
  • Keep their child in the program until the LPAC recommends student reclassification
  • Provide structure (in terms of time and space) to do school work at home

 

Bilingual ESL Manual and Forms 
Links
http://www.livebinders.com/play/play?id=1435615&backurl=/shelf/my
TEA Bilingual/ESL Education
http://www.tea.state.tx.us/index2.aspx?id=4098&menu_id=720
English Language Learners Web Portal
http://elltx.org/
Bilingual Glossaries NYSED
http://www.p12.nysed.gov/biling/bilinged/bilingual_glossaries.htm