| (4) Dual language immersion/two-way is a bilingual/biliteracy
program model in which students identified as emergent bilingual students
are integrated with non-emergent bilingual 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 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 students identified as emergent bilingual
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 emergent
bilingual students 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 students identified as emergent bilingual students
through English instruction using content-based language instruction
methods provided by an appropriately certified ESL teacher under TEC,
§29.061(c), through English reading and language arts in a pull-out
or inclusionary delivery setting. The goal of ESL pull-out is for
emergent bilingual students 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' primary language, may be provided
in any of the courses or electives required for promotion or graduation
to assist students identified as emergent bilingual students to master
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,
emergent bilingual students shall participate with their non-emergent
bilingual 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 partner language. The school district
shall ensure that emergent bilingual students enrolled in bilingual
education and ESL programs have a meaningful opportunity to participate
with non-emergent bilingual peers in all extracurricular activities.
(g) The required bilingual education or ESL program
shall be provided to every emergent bilingual 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 continued dual language
immersion program participation beyond reclassification.
|
| Source Note: The provisions of this §89.1210 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective March 5, 1999, 24 TexReg 1383; amended to be effective April 18, 2002, 27 TexReg 3105; amended 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 |
