The second key topic of the Dear Colleague Letter focuses on language assistance programs. What is a language assistance program? It is a sequential program of instruction that is based on sound theory and has proven to be successful in supporting students to become proficient in English. Its purpose is to “enable” MLs to “attain both English proficiency and parity of participation in the standard instructional program within a reasonable length of time” (U.S. Departments of Justice and Education, 2015, p. 12).
Guiding Questions
- What are the federal requirements for evaluating language assistance programming?
- What action steps should be taken to evaluate our language assistance program?
Students' Educational and Language Backgrounds
In addition to the goals of language assistance programs laid out above, the Dear Colleague Letter states that “student’s English proficiency level, grade level, and educational background, as well as language background for bilingual programs, must be considered to determine the language assistance program that will be the most effective. For example, some school districts have designed programs to meet the unique needs of EL students whose formal education has been interrupted in their country of origin, perhaps due to dislocation, war, disease, famine, or other situations resulting in missed educational instruction” (p. 12).
An example is Salina Elementary School in Dearborn, Michigan. Many of its MLs are immigrants from war-torn Yemen. Along with its bilingual bicultural teachers, support staff, and others from Yemen, a hallmark of Its language assistance programming is its trauma-informed practices to address the unique social and emotional needs of its students. These programs complement a similar approach at its sister school, Salina Intermediate School, where many older siblings of the elementary school students are enrolled.
For additional Colorín Colorado resources about Salina’s approach to supporting its students, see:
- 10 Strategies for Supporting SEL for ELLs: "Grow As You Go" (Breiseth, 2022)
- You are Welcome Here, an award-winning video featuring the Salina community
A Note on Terminology: Language Assistance Programs |
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What are language assistance programs?The term language assistance program means an instructional course or program: (A) in which a limited English proficient child is placed for the purpose of developing and attaining English proficiency while meeting challenging State academic content and student academic achievement standards, as required by section 1111(b)(1); and (B) that may make instructional use of both English and a child’s native language to enable the child to develop and attain English proficiency and may include the participation of English-proficient children if such a course is designed to enable all participating children to become proficient in English and a second language. (Title III, Subpart 5, Part C, Section 3301(8)) The phrase Language Assistance Program is used interchangeably with Language Assistance Instructional Program and Language Assistance Services to describe “the affirmative actions” that a district must take to (1) properly identify students whose primary or home language is other than English and who are not yet able to perform ordinary schoolwork in English and (2) provide them with appropriate language assistance services until they can participate meaningfully in a school’s or district’s education program without language assistance services. |
Examples of Language Assistance Programs
The Dear Colleague Letter describes the following language assistance programs:
- “English as a Second Language [ESL], also known as English Language Development [ELD], is a program of techniques, methodology, and special curriculum designed to teach EL students explicitly about the English language, including the academic vocabulary needed to access content instruction, and to develop their English language proficiency in all four language domains (i.e., speaking, listening, reading, and writing). ESL instruction is usually in English with little use of the EL students’ primary language(s).
- Structured English Immersion [SEI] is a program designed to impart English language skills so that the EL student can transition and succeed in an English-only mainstream classroom once proficient. All instruction in an immersion strategy program is in English. Teachers have specialized training in meeting the needs of EL students (e.g., an ESL teaching credential and/or SEI training), and have demonstrated strong skills in promoting ELD and SEI strategies for ensuring EL students’ access to content.
- Transitional Bilingual Education [TBE], also known as early-exit bilingual education, is a program that utilizes a student’s primary language in instruction. The program maintains and develops skills in the primary language while introducing, maintaining, and developing skills in English. The primary purpose of a TBE program is to facilitate the EL student’s transition to an all-English instructional program, while the student receives academic subject instruction in the primary language to the extent necessary.
- Dual Language Program, also known as two-way or developmental, is a bilingual program where the goal is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half primary-English speakers and half primary speakers of the other language” (p. 12).
Action Steps: Language Assistance Programs |
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Every local education agency (i.e., school and district) should assess the effectiveness of its language assistance programming for MLs. The assessment should draw from the three prongs of the Castañeda v. Pickard ruling. These action steps, drawn from Zacarian (2023), are intended for this purpose. These questions can guide a review of a school or district language assistance program. (A printable version of these questions is available in the PDF version of this guide.)
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Zacarian, D. (2023), Transforming Schools for Multilingual Learners: A Comprehensive Guide for Educators (pp. 184).
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