Multilingual Learners: Program Names and Descriptors

Content-based ELD

This approach makes use of instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive and study skills. English is used as the medium of instruction.

Dual Language/Immersion

Bilingual program beginning in Kindergarten or 1st grade, 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 composed of half primary-English speakers and half primary speakers of the other language.

NOTE: This applies to both Multilingual Learners and native-English speaking students in Dual Language Immersion programs, either one or two way.

EL-Parent Refusal

For families of ELs whom opt out of the formal EL program and refuse services. See the IDOE EL Guidebook section on Parent Refusal for more information.

ESL

Program of techniques, methodology, and special curriculum designed to teach ELs 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).

Heritage Language

Program that develops a student’s native language skills and literacy (i.e. Heritage Spanish for Spanish speakers; Heritage German for German speakers).

Newcomer

Newcomer programs offer specialized services and classes designed to meet the academic and transitional needs of newly arrived immigrants, including acclimation to U.S. schools and the development of foundational skills in English. Newcomer programs are short-term, typically lasting no longer than one year, and prepare students to enter more traditional ELD programs and mainstream instruction.

Regular Education-Non-EL

Program utilized for students who are not English learners. This can include: students who score proficient on the placement test; students who reach proficiency on the annual assessment and exit EL status; and English-speaking immigrant students.

Sheltered Instruction-ELs only

Sheltered English Instruction is an instructional approach used to make academic instruction in English understandable to EL students. Sheltered instructional approaches assist EL students in developing grade-level content area knowledge, academic skills, and increased English proficiency.

Structured Immersion

Structured English Immersion is a program designed to impart English language skills so that EL students can transition and succeed in an English-only mainstream classroom once proficient. All instruction in an immersion strategy program is in English, however teachers should have strong receptive skills in a student's native language.

Transitional Bilingual Education (TBE)

Program that 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 ELs’ transition to an all-English instructional program, while the students receive academic subject instruction in the primary language to the extent necessary.

Foreign Exchange

Student participating in a Foreign Exchange program agreement. Student does not live in the US or a US territory with a F1 Visa. NOTE: Foreign Exchange program does not count the student for Multilingual certification. Foreign Exchange students also require one of the Multilingual program associations.

Refugee

Student eligible and qualifies for Refugee School Impact (RSI) program. Information can be found here.

NOTE: Refugee program does not count the student for Multilingual certification. Refugee students also require one of the Multilingual program associations.