Multilingual Programs and Education

Programmatic Requirements for English Learners

California requires language acquisition programs for English learners (ELs), including both designated and integrated English Language Development (ELD) instruction. Schools must provide research-based programs with qualified teachers, materials, and parent engagement, leading to reclassification as Fluent English Proficient (RFEP) once students meet state criteria. EL students are assessed using the English Language Proficiency Assessments for California (ELPAC) to determine their proficiency levels and need for support.  

English Learner Programs

Structured English Immersion Program: A language acquisition program for EL students in which nearly all classroom instruction is provided in English, but with curriculum and a presentation designed for students who are learning English. At minimum, students are offered designated ELD and provided access to grade level academic subject matter content with integrated ELD.

Dual-Language Immersion Program: Also referred to as Two-Way Immersion. A language acquisition program that provides language learning and academic instruction for native speakers of English and native speakers of another language, with the goals of high academic achievement, first and second language proficiency, and cross-cultural understanding. This program should be designed using evidence-based research and include both designated and integrated ELD. Typically, this program begins in transitional kindergarten/kindergarten (TK/K) and continues to sixth grade, but can continue through high school.

Transitional Bilingual Program: A language acquisition program for EL students that provides instruction to students utilizing English and a student’s native language for literacy and academic instruction, enabling an EL student to achieve English language proficiency and meet state-adopted academic achievement goals. This program should be designed using evidence-based research and include both designated and integrated ELD. Typically, this program begins in TK/K and continues to third grade where students transition to instruction all in English.

Developmental Bilingual Program: Language acquisition program for EL students that provides instruction to students utilizing English and a student’s native language for literacy and academic instruction, enabling an EL student to achieve language proficiency and meet state academic achievement goals. Typically, this program should be designed using evidence-based research and include both designated and integrated ELD. Typically, this program begins in TK/K and continues with the goal of biliteracy to sixth grade.

Heritage Language Program: Language acquisition program for EL students that provides instruction to students utilizing English and a student’s native language for literacy development and academic instruction. This program enables non-English speakers or students who have weak literacy skills in their native language to achieve language proficiency and meet academic achievement goals. Typically, this program should be designed using evidence-based research and include both designated and integrated ELD. Typically, this program is designed for sixth through eighth and ninth through twelfth grades.