ELL Identification

What is an ELL student?

An ELL (English Language Learner) student is one who, at home, speaks another language other than English and whose English-language skills are such that the student has difficulty completing ordinary classwork in English.

Is there a difference between an ELL, a LEP student and an ESL (English as a Second Language) student?

The terms LEP (Limited English Proficiency) and ELL (English Language Learner) are used interchangeably. ESL is the program "English as a Second Language" and the student is receiving services.

How is a student identified as an ELL/ESL student?

When a new student enrolls in a Texas school, s/he is given a home language survey. If another language other than English is spoken at home, the student is given a language assessment and a proficiency level is assigned. A student identified as LEP is eligible to receive services (See the chart below).

Once identified, ESL/ELL students are classified as the following:

Receiving ESL: Limited English Proficiency and receiving ESL support from an ESL certified teacher. (Takes TELPAS; eligible for linguistic accommodations on STAAR). Identified in Skyward by the "L" in the Alert section of the student profile.

Denials/Refusals: Limited English Proficiency and is not receiving ESL support. (Takes TELPAS; No linguistic accommodations on STAAR). Identified in Skyward by the "L" in the Alert section of the student profile.

Monitors: Student has met all exit criteria and is no longer considered LEP (Limited English Proficiency). These students are monitored for two years by the ESL Liaison and core teachers upon exiting the ESL program. (Does not take TELPAS, has no linguistic accommodations on STAAR).

Proficiency Levels

Throughout this website, you will see a lot of information about proficiency levels. These indicate the students' level of speaking, listening, reading and writing in English and are classified as Beginning, Intermediate, Advanced and Advanced High:

The ELPS (English Language Proficiency Standards) are critical to helping teach key components of the content area to ELL students.

If you have any ELL students in your classroom, you are required by state law to integrate the ELPS into your instructional practice:

Click here to access the ELPS Support Center from TEA. This site has information and resources to help integrate the ELPS into your classroom.

Below is a brief video with a good explanation of the ELPS, the proficiency levels and how they're assessed via TELPAS.

Language Objectives

The ELPS are incorporated into your language objectives on your lesson plans. Language objectives describe how your students will learn the content of the lesson and demonstrate their mastery of English via the four domains (listening, speaking reading and writing).

Examples of Language Objectives are:

• "In speaking with a partner, students will be able to describe the three types of plate boundaries."

• "Students will be able to summarize in writing the difference between an agrarian economy and an industrial economy".

How to Develop Language Objectives

• Focus on key vocabulary and academic words necessary for students to learn the content objective.

• Think of the four language domains (reading, writing, listening and speaking) and which would be best appropriate for the day's lesson.

• What language skills will the students need in order to complete the day's activities?

• Look at different types of strategies that will help scaffold the lesson for ELLs.

Need Help? Here It Is!

• ELPS support from TEA - click here!

• Contact Apryl Russell if you need assistance.