19 Tex. Admin. Code § 89.1210 - Program Content and Design
(a) Each school
district required to offer bilingual education through bilingual or English as
a second language (ESL) program models shall provide each emergent bilingual
(EB) student the opportunity to be enrolled in the required program at their
grade level. Each student's level of proficiency shall be designated by the
Language Proficiency Assessment Committee (LPAC) in accordance with
§89.1220(g) of
this title (relating to Language Proficiency Assessment Committee (LPAC)). The
school district shall accommodate the instruction, pacing, and materials to
ensure that EB students have a full opportunity to master the essential
knowledge and skills of the required curriculum, which includes the Texas
Essential Knowledge and Skills (TEKS) and English language proficiency
standards (ELPS). Students participating in bilingual program models may
demonstrate their mastery of the essential knowledge and skills in either the
home or partner language or in English for each content area.
(1) Bilingual program models established by a
school district shall be full-time programs of dual-language instruction
(English and home or partner language) that provides for learning academic and
literacy skills in the student's home or program partner language and for
carefully structured and sequenced mastery of English language skills under
Texas Education Code (TEC), §29.055(a), throughout the elementary grades and
beyond if the district so chooses as defined in §89.1205(a) of
this title (relating to Required Bilingual and English as a Second Language
(ESL) Programs).
(2) ESL program
models established by a school district shall be programs of intensive
instruction in English in which ESL teachers recognize and address language
differences in accordance with TEC, §29.055(a),
in prekindergarten through Grade 12.
(b) Bilingual and ESL program models shall be
integral parts of the general educational program required under Chapter 74 of
this title (relating to Curriculum Requirements) to include foundation and
enrichment areas, ELPS, and college and career readiness standards. In
bilingual program models, school districts shall purchase instructional
materials in all program languages with the district's instructional materials
allotment or otherwise acquire instructional materials for use in bilingual
program classes in accordance with TEC, §31.029(a).
Instructional materials for bilingual programs on the list adopted by the
commissioner of education, as provided by TEC, §31.0231, may be used
as curriculum tools to enhance the learning process. The school district shall
ensure ongoing collaboration between bilingual and ESL programs and the general
education programs to provide equitable educational access for all learners.
Bilingual and ESL programs shall address the affective, linguistic, and
cognitive needs of EB students as follows.
(1)
Affective.
(A) EB students in a bilingual
program shall be provided instruction using content-based language
instructional methods in English and/or their home or partner language to
acclimate students to the school environment and to develop academic language
skills, which instills confidence, self-assurance, and a positive identity with
their cultural heritages. The program shall be designed to consider the
students' learning experiences and shall incorporate the cultural aspects of
the students' backgrounds in accordance with TEC, §29.055(b).
(B) EB students in an ESL program shall be
provided instruction using content-based language instructional methods in
English to acclimate students to the school environment and to develop academic
language skills, which instills confidence, self-assurance, and a positive
identity with their cultural heritages. The program shall be designed to
incorporate the students' home languages and learning experiences and shall
incorporate the cultural aspects of the students' backgrounds in accordance
with TEC, §29.055(b).
(2) Linguistic.
(A) EB students in a bilingual program shall
be provided targeted and intentional academic language instruction to develop
proficiency in listening, speaking, reading, and writing in both English and
the home or partner language. The instruction in both languages shall be
structured to ensure that the students develop a strong literacy foundation and
master the required essential knowledge and skills and higher-order thinking
skills in all subjects, providing individualized linguistically accommodated
content instruction commensurate with the students' language proficiency
levels. The ELPS student expectations are provided for English development in
conjunction with the TEKS.
(B) EB
students in an ESL program shall be provided targeted and intentional academic
language instruction to develop proficiency in listening, speaking, reading,
and writing in the English language. The instruction in academic content areas
shall be structured to ensure that the students master the required essential
knowledge and skills and higher-order thinking skills in all subjects,
providing individualized linguistically accommodated content instruction
commensurate with the students' language proficiency levels. The ELPS student
expectations are provided for English development in conjunction with the
TEKS.
(3) Cognitive.
(A) EB students in a bilingual program shall
be provided instruction in reading and language arts, mathematics, science, and
social studies in both the home or partner language and English, using
content-based language instructional methods in either the home or partner
language, English, or both, depending on the program model(s) implemented by
the district. The content area instruction in both languages shall be
structured to ensure that the students master the required essential knowledge
and skills and higher-order thinking skills in all subjects.
(B) EB students in an ESL program shall be
provided instruction in English in reading and language arts, mathematics,
science, and social studies using content-based language instructional methods.
The instruction in all academic content areas shall be structured to ensure
that the students master the required essential knowledge and skills and
higher-order thinking skills.
(c) Bilingual programs shall be implemented
through at least one of the following program models.
(1) Transitional bilingual/early exit is a
bilingual program model in which identified EB students are served in both
English and the students' home language and are prepared to meet
reclassification criteria to be successful in English instruction with no
second language acquisition supports not earlier than two or later than five
years after the student enrolls in school. Instruction in this program is
delivered by a teacher appropriately certified in bilingual education under
TEC, §29.061(b)(1),
for the assigned grade level and content area. The goal of early-exit
transitional bilingual education is for program participants to use their home
language as a resource while acquiring full proficiency in English. This model
provides instruction in literacy and academic content through the medium of the
students' home language and English using content-based language instruction
methods.
(2) Transitional
bilingual/late exit is a bilingual program model in which identified EB
students are served in both English and the students' home language and are
prepared to meet reclassification criteria to be successful in English
instruction with no second language acquisition supports not earlier than six
or later than seven years after the student enrolls in school. Instruction in
this program is delivered by a teacher appropriately certified in bilingual
education under TEC, §29.061(b)(2),
for the assigned grade level and content area. The goal of late-exit
transitional bilingual education is for program participants to use their home
language as a resource while acquiring full proficiency in English. This model
provides instruction in literacy and academic content through the medium of the
students' home language and English through content-based language
instruction.
(3) Dual language
immersion/one-way is a bilingual/biliteracy program model in which identified
EB students are served in both English and the program's partner language and
are prepared to meet reclassification criteria in order to be successful in
English instruction with no second language acquisition supports not earlier
than six or later than seven years after the student enrolls in school.
Instruction provided in the partner language and English is delivered by a
teacher appropriately certified in bilingual education under TEC,
§29.061. When the
instructional time for both the partner language and English is 50%, a
paired-teaching arrangement may be utilized in which instruction provided in
English may be delivered either by a teacher appropriately certified in
bilingual education or by a different teacher certified in ESL in accordance
with TEC, §29.061. The goal of
one-way dual language immersion is for program participants to attain
bilingualism and biliteracy in English and the partner language. This model
provides ongoing instruction in literacy and academic content through
content-based language instruction in English as well as the program's partner
language, with at least half of the instruction delivered in the program's
partner language for the duration of the program.
(4) Dual language immersion/two-way is a
bilingual/biliteracy program model in which identified EB students are
integrated with non-EB students and are served in both English and the
program's partner language and are prepared to meet reclassification criteria
in order to be successful in English instruction with no second language
acquisition supports not earlier than six or later than seven years after the
student enrolls in school. Instruction provided in English and the partner
language is delivered by a teacher appropriately certified in bilingual
education under TEC, §29.061.
When the instructional time for both the partner language and English is 50%, a
paired-teaching arrangement may be utilized in which instruction provided in
English may be delivered either by a teacher appropriately certified in
bilingual education or by a different teacher certified in ESL in accordance
with TEC, §29.061. The goal of
two-way dual language immersion is for program participants to attain
bilingualism and biliteracy in English as well as the partner language. This
model provides ongoing instruction in literacy and academic content through
content-based language instruction in English and the partner language with at
least half of the instruction delivered in the program's partner language for
the duration of the program.
(d) The ESL program shall be implemented
through one of the following program models.
(1) An ESL/content-based program model is an
English acquisition program that serves identified EB students through English
instruction provided by a teacher appropriately certified in ESL under TEC,
§29.061(c),
using content-based language instruction methods in reading and language arts,
mathematics, science, and social studies. The goal of content-based ESL is for
program participants to attain full proficiency in English in order to
participate equitably in school.
(2) An ESL/pull-out program model is an
English acquisition program that serves identified EB students through English
instruction using content-based language instruction methods provided by an
appropriately certified ESL teacher under TEC, §29.061(c),
in reading and language arts in a pull-out or inclusionary delivery setting.
The goal of ESL pull-out is for program participants to attain full proficiency
in English in order to participate equitably in school.
(e) Except in the courses specified in
subsection (f) of this section, content-based language instructional methods,
which may involve the use of the students' home or the program's partner
language, may be provided in any of the courses or electives required for
promotion or graduation to assist program participants in mastering the
essential knowledge and skills for the required subject(s). The use of
content-based language instruction shall not impede the awarding of credit
toward meeting promotion or graduation requirements.
(f) In subjects such as art, music, and
physical education, EB students shall participate with their non-EB peers in
general education classes provided in the subjects. As noted in TEC,
§29.055(d),
elective courses included in the curriculum may be taught in a language other
than English. The school district shall ensure that EB students enrolled in
bilingual and ESL programs have a meaningful opportunity to participate with
non-EB peers in all extracurricular activities.
(g) The required bilingual or ESL program
shall be provided to every EB student with parental approval until such time
that the student meets reclassification criteria as described in §89.1226(i) of
this title (relating to Testing and Classification of Students) or graduates
from high school. Parental approval is required when the LPAC recommends
continuing dual language immersion program participation beyond
reclassification.
Notes
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