Survival language instruction to begin with, home language academic content class, and bridge to teach new language and content, instruct alongside age-appropriate peers, high-quality ELD, may need extended years in school, support cultural adjustment.
Children from families who follow the seasonal crops. Provide social service support to students and families, high-quality content and ELD programs, consider after-school or Saturday instructional programs, crucially to provide a welcoming and inclusive environment.
Look for faster growth in language and content as compared to true peers, provide high-quality ELD programs and content that encourages students to extend their thinking and engagement.
Assess; do not repeat instruction in known content; bridge content and languages; where available, provide credit for coursework completed in home country, include in mainstream courses, ELD support.
Instruction should bridge their L1 and content knowledge to L2; build on and bridge cultures.
Interrupted Education or Under-schooled Newcomer EL
Instruction should focus on developing strong oral language in L1 and L2; academic language and vocabulary taught explicitly. Social emotion support to validate cultural backgrounds.
Students who have met the criteria to exit ELD programs are reclassified as Fluent English Proficient. They must be monitored for two years to track progress and offered additional language support, if needed.
Provide rigorous content and language instruction that is highly engaging and addresses both language and content standards; study skills, counseling on academic credits and goal setting, rigorous ELD program.
Students must receive both Title III (ELD) and special ed services.
ELs in Gifted and Talented Programs
Long-term ELs
Well-educated Newcomer EL
Reclassified ELs
Title
US-born ELs
Migrant EL
Dual-Identified ELs
Foreign-born ELs
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