English Learners

Empowering Multilingual Learners Through English Proficiency Aspirations

The vision of the EL program is to create a learning space where every English Learner has the opportunity to achieve fluency in English, excel academically, and fully engage in their educational and social environments. The vision emphasizes empowerment, equality, and the recognition of linguistic diversity as an asset, fostering an inclusive educational culture.

The mission of Marion City Schools’ EL program is to provide a supportive, inclusive, and enriching environment where English Language Learners develop language skills, gain academic success, and become confident, contributing members of their community. The program aims to equip students with the linguistic, cultural, and academic tools they need to thrive in their educational journey.

• Provide an environment in which we preserve and honor a students first language/culture while building English proficiency

• Increase staff awareness and understanding of our multilingual students 

• All instructional staff own responsibility for language development of our students 

• Support Parent/Family engagement in the school community 

• Implement a strong standards based program

US Department of Education Definition:

English learner – The term “English learner,” when used with respect to an individual, means an individual — 

(A) who is aged 3 through 21; 

(B) who is enrolled or preparing to enroll in an elementary school or secondary school; 

(C) (i) who was not born in the United States or whose native language is a language other than English;
(ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and (II) who comes from an environment where a language other than English has had a significant impact on the individual's level of English
language proficiency or 

     (iii) who is migratory, whose native language is a language other than English, and who comes from an environment         where a language other than English is dominant; and 

(D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual — 

(i) the ability to meet the challenging State academic standards; 

(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or 

(iii) the opportunity to participate fully in society. 

(ESEA Section 8101(20))