The following words and terms, when used in this subchapter,
shall have the following meanings, unless the context clearly indicates
otherwise.
(1) Alternative language program--A temporary instructional
plan that meets the affective, linguistic, and cognitive needs of
emergent bilingual students and equips the teacher under a bilingual
education exception or English as a second language (ESL) waiver described
in §89.1207 of this title (relating to Bilingual Education Exceptions
and English as a Second Language Waivers) to align closely to the
required bilingual or ESL program through the comprehensive professional
development plan.
(2) Bilingual education allotment--An adjusted basic
funding allotment provided for each school district based on student
average daily attendance in a bilingual education or an ESL program
in accordance with Texas Education Code (TEC), §48.105.
(3) Certified bilingual education teacher--A teacher
appropriately certified in bilingual education as well as for the
grade level and content area.
(4) Certified English as a second language teacher--A
teacher appropriately certified in ESL as well as for the grade level
and content area. The term "certified English as a second language
teacher" as used in this subchapter is synonymous with the term "professional
transitional language educator" used in TEC, §29.063.
(5) Content-based language instruction--An integrated
approach to language instruction in which language is developed within
the context of content delivery that is linguistically sustaining
and is used across all programs for emergent bilingual students.
(6) Dual language immersion (DLI) program--A state-approved
bilingual program model in accordance with TEC, §29.066.
(7) Dual-language instruction--An educational approach
that focuses on the use of English and the student's primary language
for instructional purposes.
(8) Emergent bilingual--A student identified by the
language proficiency assessment committee (LPAC) who is in the process
of acquiring English and has another language as the student's primary
or home language. This term is interchangeable with English learner
as used in federal regulations and replaces the term "limited English
proficient student" formerly used in TEC, Chapter 29, Subchapter B.
(9) English as a second language program--A special
language program in accordance with TEC, Chapter 29, Subchapter B.
Another related term for an ESL program is "English as an additional
language program."
(10) English language proficiency standards (ELPS)--Standards
to be published along with the Texas Essential Knowledge and Skills
for each subject in the required curriculum outlined in Chapter 74
of this title (relating to Curriculum Requirements), including foundation
and enrichment areas, ELPS, and college and career readiness standards.
(11) English proficient student--A former emergent
bilingual student who has met reclassification as English proficient
by the LPAC.
(12) Exit--The point when a student is no longer classified
as an emergent bilingual student (i.e., the student is reclassified)
and the student ends bilingual or ESL program participation with parental
approval and based on the recommendation of the LPAC. The term "exit"
as used in this subchapter is synonymous with the description in TEC,
Chapter 29, of "transferring out" of bilingual or special language
programming. For the purpose of meeting the goals of a DLI program,
the LPAC may recommend continued program participation beyond reclassification.
(13) Language allocation plan--A strategically developed
and clearly communicated plan for a DLI program model that defines
the percentage of language of instruction for each content area and
grade level.
(14) Language proficiency assessment committee--A designated
group of committee members as described in §89.1220 of this title
(relating to Language Proficiency Assessment Committee) that ensures
the appropriate identification, placement, assessment, services, reclassification,
and monitoring of emergent bilingual students. The LPAC also meets
in conjunction with all other committees related to programs and services
for which an emergent bilingual student qualifies.
(15) Non-emergent bilingual student--A student who
has not been classified as an emergent bilingual student by the LPAC.
(16) Paired teaching--A teaching partnership permissible
in a DLI program model when half the content area instruction is in
the partner language and half is in English (50/50 language allocation).
One teacher provides content area instruction in the partner language
while the second teacher provides content area instruction delivered
in English. The teacher instructing in the partner language must hold
bilingual education certification while the teacher instructing in
English may hold either bilingual education or ESL certification.
(17) Parent--The parent or legal guardian of the student
in accordance with TEC, §29.052(2).
(18) Partner language--The designated language of instruction
other than English within a DLI program. The partner language may
or may not be the primary language of a DLI program student.
(19) Prekindergarten--Students enrolled in a 3- or
4-year-old prekindergarten program as well as 3- or 4-year-old students
enrolled in an early education setting.
(20) Primary language--The language an emergent bilingual
student is exposed to prior to entering school and uses mainly to
communicate at home and school, also known as mother tongue, first
language, native language, home language, or heritage language.
(21) Reclassification--The process by which the LPAC
determines that an emergent bilingual student has met the appropriate
criteria to be classified as English proficient, and the student enters
year 1 of monitoring as indicated in the Texas Student Data System
Public Education Information Management System.
(22) School district--A local education agency, an
open-enrollment charter school, or a district of innovation.
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| Source Note: The provisions of this §89.1203 adopted to be effective May 28, 2012, 37 TexReg 3822; amended to be effective July 15, 2018, 43 TexReg 4731; amended to be effective April 14, 2020, 45 TexReg 2415; amended to be effective August 9, 2023, 48 TexReg 4247 |
