The state of California defines "English learner" (EL) as a student in kindergarten through grade 12 whose Home Language Survey (HLS) demonstrated that they speak a language other than English, and demonstrated less than fluent proficiency in English according to the initial English Language Proficiency Assessments for California (ELPAC).
In short, they are a student who demonstrated limited English language skills in listening, speaking, reading, and/or writing.
"Multilingual learner" (ML) is a more recent title that has emerged to promote asset-based thinking in recognizing that our students with languages other than English come in with a plethora of skills and background knowledge that we want to recognize and celebrate. We want to approach our students with this mindset and elevate them to greater linguistic and academic heights!
When a student is being enrolled in a school in California, the school will ask parents/guardians to complete a Home Language Survey (HLS). The survey will ask if a language other than English was their first language, and if it is their primary language, is spoken at home, and is spoken by adults.
If any of these is a language other than English, then the student must be given a language test to measure their ability to read, write, speak, and understand English. If they do not demonstrate fluent proficiency, then they are designated an "English learner" or "LEP" (limited English proficiency) until they meet the district's reclassification criteria.
The ELPAC - English Language Proficiency Assessments for California - is the state-mandated assessment for determining a student's English language proficiency. The initial assessment is administered to new students who indicate that they speak a language other than English on their HLS. The ELPAC tests the four language domains of speaking, listening, reading and writing. The summative ELPAC is administered in the second half of the school year to all students that were identified as "English leaners".
There is evidence to suggest that reclassification earlier in a student's secondary academic career improves the probability of them being on track to graduate during their 10th and 11th grades. Continuing to have the LEP or EL designation also impacts students' confidence and motivation in tackling rigorous courses and high-stakes testing.
Studies have also shown that ELs developing in English proficiency or long-term ELs that identify as proficient in English feel demotivated when they are enrolled in courses that do not challenge them.
In light of these studies and evidence, it is critical that we take proactive measures to facilitate and prioritize students' English language development and reclassification. We want to empower our students and create an environment conducive to their success. By encouraging our ELs and challenging them in their linguistic development, we can actively contribute to their academic growth, self-assurance, and enthusiasm in the educational atmosphere of the United States.
(Read about some of the research studies by clicking HERE and HERE)
Criteria for exiting the EL program or the designation of "English learner" may vary across districts.
At Temple City Unified School District, in order for a child to reclassify, they must fulfill the following requirements:
score a 4 on the summative ELPAC
receive a grade of 3 or C (or higher) in English language arts (ELA) OR receive high marks on a teacher observation form called SOLOM that indicates that the student has good language skills
iReady or SBAC score that meets or exceeds the standards of the student's grade level
parent consultation
According to our District EL Master Plan, all ELs should be receiving a minimum of 30 minutes of designated ELD (English language development time) in addition to adequate support in the classroom during integrated ELD time.
Designated ELD: This is a protected time where EL students are pulled into smaller groups/settings by the teacher to be given direct, explicit language instruction, such as phonemic awareness, phonics instruction, and foundational vocabulary building. This is to build foundational skills that will help to support their greater academic and linguistic development throughout the school day.
Integrated ELD: This is when ELs are a part of the mainstream classroom with other non-ELs and given instruction with strategies that support their linguistic needs to be able to access the general curriculum. Teachers support language used during daily content area lessons so that ELs can learn grade-level content alongside their peers.
There are other optional programs and services available to your child. If you would like your child to attend afterschool programs and receive additional support and exposure to English and school activities, please reach out and inquire with your child's school counselor.
All parents/guardians, regardless of language, have rights that we want to recognize and respect. Click HERE to know more about your rights as a parent/guardian who speaks a language other than English or that has a student that is considered an English learner.
You can find your student's teacher's email on their syllabus at the beginning of the school year or on Aeries (click HERE to understand how to navigate the Aeries Parent Portal). You can also contact them through Parentsquare (click HERE to understand how to set up Parentsquare), which is the district's main form of communication. Download the app, register, and ensure that you can communicate with your student's teacher through "Messages". You can also receive district and school site updates through there. Parentsquare and Aeries have translation functions that you can access.
There are multiple ways to encourage your child to continue their learning at home. The language demands of daily life and the academic setting are high and may be overwhelming, so it is crucial that you help your child to intentionally expose themselves to academic English in engaging ways to continuously support their linguistic development. At the same time, do not neglect your child's home language literacy. Having literacy in one language allows your child to have a linguistic foundation from which they can build upon towards deeper and greater learning in another language!
Find different tools and programs free to use and access to encourage and support your child's English language development at home HERE!
Apart from free apps and websites available online, our Temple City Community Adult Education holds two sessions of English as a Second Language (ESL) courses for free, as well as a class for US Citizenship, high school diploma and HiSET/GED preparation. The schedule below is for the most recent session:
In-person night classes:
Monday - Thursday 5:30 - 7:30PM ESL Level 1 - Beginning literacy
Tuesday and Thursday 5:00 - 8:00PM ESL Level 1 - Beginning literacy
Tuesday and Thursday 5:00 - 8:00PM ESL Level 2 - Low beginning
Online classes:
Tuesday and Thursday 9AM - 12PM ESL Level 3 - Intermediate
Tuesday and Thursday 5PM - 8PM HiSET/GED Preparation/High school diploma
Please contact fhabib@tcusd.net, spasley@tcusd.net, pannas@tcusd.net for more information!
The in-person classe are located behind the TCHS campus. The entrance will be through Emperor Avenue (off Oak Avenue)
Temple City Community Adult Education
9501 Lemon Ave.
Temple City, CA 91780
(626) 548 - 5050
IFEP - Initial Fluent English Proficient
IFEP students are those that tested as fluent in English after taking the initial ELPAC. They do not need to take the ELPAC in subsequent years.
LEP - Limited English Proficiency
LEP students are those that tested as requiring additional English support and instruction after taking the initial ELPAC (a score of 3 or lower). These students are typically enrolled in ELD classes at the secondary level to receive this additional language support, and will need to take the ELPAC in subsequent years until they reclassify.
RFEP - Redesignated Fluent English Proficient
RFEP students are those that met all the requirements for reclassification. They are now considered to have English proficiency necessary to succeeding in the academic environment. They will no longer need to take the ELPAC, but their progress will be monitored for 4 years after receiving this designation to ensure development.
Newcomer
A newcomer is a student that meets the following criteria:
they are 3-21 years old
they were not born in the United States
they have been attending US schools for less than 3 years
(learn more about different typologies and resources for newcomers from the California Dept of Education HERE)
ELD - English Language Development
ELD courses are assigned to our students at the secondary level that are designated as English learners. These classes are provided for students that score a 1-3 on the ELPAC that require or desire additional language support.
LTEL - Long Term English Learner
LTELs are students who have been designated LEP for over 7 years.
ELAC - English Language Advisory Committee
ELAC is a committee at each school site made up of staff, admin, and parents/guardians that makes recommendations regarding programs for EL students. The purpose of this committee is to provide parents/guardians of ELs with more opportunities to learn about the programs offered to their children and to be a part of influencing decision making for these programs at their school site.
DELAC - District English Language Advisory Committee
DELAC is the EL advisory committee at the district level. Parent/guardian representatives from each school site attend DELAC meetings at the district office and serves to advise the school district governing board on development of a district master plan for EL programs and services. This district master plan also takes school site master plans into consideration. This committee also provides more opportunities for parents/guardians of ELs to learn more and get involved in big decision making for their children's programs and services.