Course Objectives

This course examines standards, requirements, and organizational approaches for working with ELLs. The content objectives addressed in this course include the following:

• Determine who are ELLs
• Investigate multiculturalism and diversity
• Examine state and federal requirements and accountability
• Examine bilingual and ESL program models
• Review English Language Proficiency Standards (ELPS)
• Review College and Career Readiness Standards (CCRS)

Click the book icon to download the References PDF file for this course.

ELLs are non-native English speakers in the process of acquiring the English language.

School-aged ELLs are developing their English language skills and attaining content material simultaneously. ELLs may also be referred to as limited English proficient (LEP), however the term "ELL" is currently being used to address this specific student population.

Note: When referencing statute, the term LEP is used in this course. At times, the terms ELL and LEP are used interchangeably.

Learning a second language can occur at any age or grade level. So, ELLs can vary by age and can enroll at any grade level. In addition, ELLs can vary by race, ethnicity, level of schooling, and native language. While some ELLs are immigrants, others are native born and have been educated in U.S. schools.

Thus, ELLs are a diverse population with a wide range of educational backgrounds and sociocultural experiences. ELL students' personal backgrounds and experiences have an effect on their abilities—upon initial enrollment—to actively participate in and comprehend grade-level academic English and content material.

ELLs: A Growing Trend in Texas

Data from Texas ELL special language program participation shows a growing trend of ELLs in Texas public schools. During the past decade, the number of Texas ELLs has risen from 570,000 in 2001 to more than 980,591 (Texas Education Agency, 2016).

As the number of school-aged ELLs continues to increase, so does the need to provide them with the guidance and support necessary for their language development and content attainment (Texas Education Agency, 2014).

As you review the longitudinal data, what are some trends you see regarding ELLs (or LEP as referred to by federal guidance) in Texas? What are the implications on classroom instruction due to the growing number of ELLs in Texas schools?

If the data trend continues, this number will increase. Texas schools must be prepared to deliver effective and comprehensible instruction to all students.

Major Language Groups in Texas Schools

Over 120 languages are represented in Texas Schools. The top six languages are listed below.

ELLs represent about 18% of the total student population in Texas.

Source: PEIMS Spring 2016