English Language Development

Requirements for English language development instruction

School districts are required to provide each English learner (EL) with instruction in English Language Development (ELD) in order to develop proficiency in English as rapidly and effectively as possible. ELD instruction must be provided at each student’s identified level of proficiency (as determined through the use of multiple measures, including the California English Language Development Test (CELDT) (outside link) and ongoing ELD standards-based assessments (such as WRITE (outside link) and LOTS). To ensure appropriate placement and monitor ELs’ growth, ongoing assessments must be conducted regularly.

Who can deliver ELD and how must it be delivered?

ELD instruction must be delivered by an appropriately authorized teacher. ELD instruction must be rigorous, standards-based (refer to CDE ELD Standards (outside link) and WestEd Map of Standards (outside link) ), and address the four domains of language (listening, speaking, reading, and writing). It should use ELD standards-based materials and be well articulated with the mainstream English language arts program and/or primary language arts program.

EL students must receive daily, systematic ELD instruction that is delivered as follows:

• At the elementary level, at least 30 minutes a day of ELD instruction is targeted to each EL’s proficiency level; with one class period or block of instruction for secondary level.
• A catch-up plan exists that delineates expected growth in English language proficiency of ELD, ELA, and all content standards over time (including annual and ongoing benchmarks).
• Ongoing assessments in ELD are utilized and address the ELD standards in all four domains (listening, speaking, reading, and writing).
• Instruction is provided through grade-level ELD standards-based curriculum that is directly targeted to students' specific linguistic needs as identified by ongoing assessments.
• Academic interventions in ELD are provided through an evaluated and documented process when students are not making adequate progress.
• Instruction is provided by an appropriately authorized teacher.
• Site administrators monitor ELD instruction through regular classroom observations and document feedback to teachers.

Additional considerations for program design:

• In addition to language arts instruction (given in the primary language or in English)
• Core content instruction based on each student’s EL proficiency level (ELD-based content for CELDT levels 1-3; SDAIE for levels 3, 4, & 5)

Sample lessons

Literature Response and Analysis: Tiered Activity - Grade 2
Addressing standards for students at beginning, intermediate, and advanced levels of English Language Development, this interdisciplinary lesson matches a version of the activities to the learning needs of groups of students.

Transition Words - Middle and High School
The purpose of this lesson is to teach abstract academic vocabulary by focusing on transition words in contexts familiar to students. Students apply their learning in writing activities.

Standards resources

California Department of Education: California Content Standards
http://www.cde.ca.gov/be/st/ss/index.asp (outside link)
Content standards define the knowledge, concepts, and skills each student should acquire at each grade level.

California Department of Education: Curriculum Frameworks
http://www.cde.ca.gov/ci/cr/cf/allfwks.asp (outside link)
Each of the frameworks outlines how instructional programs can be directed to meet the needs of providing students Universal Access.

Additional resources

California Department of Education: English Language Arts/English Language Development Standards Correlation Matrix
http://www.cde.ca.gov/ci/rl/im/elaeldmatrixlinks.asp (outside link)
The one hour of ELD instruction required in Basic Programs is required to include identified English Language Arts (ELA) content standards aligned with the relevant ELD standards at four proficiency levels.

California Department of Education: Instructional Materials
http://www.cde.ca.gov/ci/rl/im/ (outside link)
This webpage contains information about adopted instructional materials in reading/language arts and English language development.

California Commission on Teacher Credentialing (CCTC) - The Administrator’s Assignment Manual
http://www.ctc.ca.gov/credentials/manuals.html (outside link)
The manual is designed to be used by school site administrators who are responsible for assigning teachers and other certificated employees to specific positions.

Categorical Program Monitoring (CPM) Instruments
http://www.cde.ca.gov/ta/cr/cc/cpmuinstruments.asp (outside link)
CPM are state and federal legal requirements and are used by CDE monitoring staff to determine program compliance.

EL Program Developmental Scale
http://www.sdcoe.net/lret2/els/?loc=self&m=2 (outside link)
Use this tool to identify areas that need improvement. The scale is designed to evaluate and inform program improvement.

Instruction Designed for English Learners, SDAIE Chart
http://www.sdcoe.net/lret2/els/?loc=tools&m=2 (outside link)
This chart outlines scaffolding strategies for instruction designed for English learners.