| (a) Each school district required to offer a bilingual
education or English as a second language program shall provide each
English language learner the opportunity to be enrolled in the required
program at his or her grade level. Each student's level of proficiency
shall be designated by the language proficiency assessment committee
in accordance with §89.1220(g) of this title (relating to Language
Proficiency Assessment Committee). The school district shall modify
the instruction, pacing, and materials to ensure that English language
learners have a full opportunity to master the essential knowledge
and skills of the required curriculum. Students participating in the
bilingual education program may demonstrate their mastery of the essential
knowledge and skills in either their home language or in English for
each content area.
(b) The bilingual education program shall be a full-time
program of instruction in which both the students' home language and
English shall be used for instruction. The amount of instruction in
each language within the bilingual education program shall be commensurate
with the students' level of proficiency in each language and their
level of academic achievement. The students' level of language proficiency
and academic achievement shall be designated by the language proficiency
assessment committee. The Texas Education Agency (TEA) shall develop
program guidelines to ensure that the programs are developmentally
appropriate, that the instruction in each language is appropriate,
and that the students are challenged to perform at a level commensurate
with their linguistic proficiency and academic potential.
(c) The bilingual education program shall be an integral
part of the regular educational program required under Chapter 74
of this title (relating to Curriculum Requirements). In bilingual
education programs using Spanish and English as languages of instruction,
school districts shall use state-adopted English and Spanish instructional
materials and supplementary materials as curriculum tools to enhance
the learning process; in addition, school districts may use other
curriculum adaptations that have been developed. The bilingual education
program shall address the affective, linguistic, and cognitive needs
of English language learners as follows.
(1) Affective. English language learners shall be provided
instruction in their home language to introduce basic concepts of
the school environment, and instruction both in their home language
and in English, which instills confidence, self-assurance, and a positive
identity with their cultural heritages. The program shall address
the history and cultural heritage associated with both the students'
home language and the United States.
(2) Linguistic. English language learners shall be
provided instruction in the skills of listening, speaking, reading,
and writing both in their home language and in English. The 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.
(3) Cognitive. English language learners shall be provided
instruction in language arts, mathematics, science, and social studies
both in their home language and in English. 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.
(d) The bilingual education program shall be implemented
with consideration for each English language learner's unique readiness
level through one of the following program models.
(1) Transitional bilingual/early exit is a bilingual
program model that serves a student identified as limited English
proficient in both English and Spanish, or another language, and transfers
the student to English-only instruction. This model provides instruction
in literacy and academic content areas through the medium of the student's
first language, along with instruction in English oral and academic
language development. Non-academic subjects such as art, music, and
physical education may also be taught in English. Exiting of a student
to an all-English program of instruction will occur no earlier than
the end of Grade 1 or, if the student enrolls in school during or
after Grade 1, no earlier than two years or later than five years
after the student enrolls in school. A student who has met exit criteria
in accordance with §89.1225(h), (j), and (k) of this title (relating
to Testing and Classification of Students) may continue receiving
services, but the school district will not receive the bilingual education
allotment for that student.
(2) Transitional bilingual/late exit is a bilingual
program model that serves a student identified as limited English
proficient in both English and Spanish, or another language, and transfers
the student to English-only instruction. Academic growth is accelerated
through cognitively challenging academic work in the student's first
language along with meaningful academic content taught through the
student's second language, English. The goal is to promote high levels
of academic achievement and full academic language proficiency in
the student's first language and English. A student enrolled in a
transitional bilingual/late exit program is eligible to exit the program
no earlier than six years or later than seven years after the student
enrolls in school. A student who has met exit criteria in accordance
with §89.1225(h), (j), and (k) of this title may continue receiving
services, but the school district will not receive the bilingual education
allotment for that student.
(3) Dual language immersion/two-way is a biliteracy
program model that integrates students proficient in English and students
identified as limited English proficient. This model provides instruction
in both English and Spanish, or another language, and transfers a
student identified as limited English proficient to English-only instruction.
Instruction is provided to both native English speakers and native
speakers of another language in an instructional setting where language
learning is integrated with content instruction. Academic subjects
are taught to all students through both English and the other language.
Program exit will occur no earlier than six years or later than seven
years after the student enrolls in school. A student who has met exit
criteria in accordance with §89.1225(h), (j), and (k) of this
title may continue receiving services, but the school district will
not receive the bilingual education allotment for that student. The
primary goals of a dual language immersion program model are:
(A) the development of fluency and literacy in English
and another language for all students, with special attention given
to English language learners participating in the program;
(B) the integration of English speakers and English
language learners for academic instruction, in accordance with the
program design and model selected by the school district board of
trustees. Whenever possible, 50% of the students in a program should
be dominant English speakers and 50% of the students should be native
speakers of the other language at the beginning of the program; and
(C) the promotion of bilingualism, biliteracy, cross-cultural
awareness, and high academic achievement.
(4) Dual language immersion/one-way is a biliteracy
program model that serves only students identified as limited English
proficient. This model provides instruction in both English and Spanish,
or another language, and transfers a student to English-only instruction.
Instruction is provided to English language learners in an instructional
setting where language learning is integrated with content instruction.
Academic subjects are taught to all students through both English
and the other language. Program exit will occur no earlier than six
years or later than seven years after the student enrolls in school.
A student who has met exit criteria in accordance with §89.1225(h),
(j), and (k) of this title may continue receiving services, but the
school district will not receive the bilingual education allotment
for that student. The primary goals of a dual language immersion program
model are:
(A) the development of fluency and literacy in English
and another language for all students, with special attention given
to English language learners participating in the program;
(B) the integration of English speakers and English
language learners for academic instruction, in accordance with the
program design and model selected by the school district board of
trustees; and
(C) the promotion of bilingualism, biliteracy, cross-cultural
awareness, and high academic achievement.
(e) English as a second language programs shall be
intensive programs of instruction designed to develop proficiency
in listening, speaking, reading, and writing in the English language.
Instruction in English as a second language shall be commensurate
with the student's level of English proficiency and his or her level
of academic achievement. In prekindergarten through Grade 8, instruction
in English as a second language may vary from the amount of time accorded
to instruction in English language arts in the general education program
for English proficient Cont'd... |
