English Language Development

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English Language Development (ELD) refers to deliberate, planned, and focused instruction intended to foster the development of social and academic English for English learners in order to make it possible for them to access the general academic program and gain agency as successful, contributing members of their communities.

Consideration: Definition of ELD Program

When considering the components of an ELD program, “program” for English learners refers to:

1. Planned English language development instruction by a qualified ESL/Bilingual Education teacher, and
2. Adaptations/modifications in the delivery of content instruction and assessments by all teachers based on students’ language proficiency levels and the Pennsylvania English Language Development Standards (PA ELDS) Framework for ELs as well as the Pennsylvania academic standards.

Consideration: Requirements for Educating English Learners

If a district elects to provide continuity of instruction, ELD is a required component of all language instruction educational programs (LIEPs). ELD takes place daily throughout the day for ELs and is delivered by both ESL teachers and non-ESL teachers.

ELD delivered by ESL teachers

• English language development instruction, otherwise known as English as a second language, delivered by a licensed ESL teacher is its own content area.

ELD delivered by non-ESL teachers

• ELD must be incorporated into all classes taught by non-ESL licensed teachers in which ELs are enrolled. These teachers are responsible for deliberately planning for and incorporating language instruction as well as supports, modifications, and accommodations needed to allow ELs to access the standards to which the course is aligned.

Optional Enrichment or Continuity of Instruction

• If a school district is choosing to implement virtual or remote instruction that serves the role of continuity of instruction to all students, administrators are required to consider how their ELD Program meets the requirements explained here and in the PA BEC: Educating English Learners. Additionally, the school district should consider how content area and ELD teachers will have the opportunity to collaborate and coordinate support for English Learners in the remote learning instructional model. This could be an online virtual meeting place for teachers to collaborate and plan resources.
• If the school district is offering optional enrichment for English Learners during the closure, they may consider choosing some resources from the accompanying resource list appropriate for the students’ age, grade, and proficiency level.

Translation and Interpretation

• It is important to note that special considerations must be given to the need for translation and interpretation in a time of continuous information sharing (e.g. changes to the school schedule, method of instruction, instructional support). School districts are required to utilize resources in which they make information available to students and families in a language they understand. (See resource list for translation options.)

Consideration: Right to Dual Services

Right to Dual Services

• LIEP and special education programming are not mutually exclusive. Special education services do not replace English language development services or vice versa. ELs must be afforded all supports, resources, and programming for which they are eligible. In other words, ELs are eligible for special education services if they meet IEP eligibility criteria, and, conversely, students with a disability are eligible for English language development programming if they are identified as an EL.

Consideration: ELD/ESL Instruction Provided Remotely to Students With Internet Access and to Students Without Internet Access

• Students with internet access can be provided live, online ELD instruction in the domains of Listening, Speaking, Reading and Writing from a certified ESL Program Specialist. This can be done through the school district’s online instruction platform such as Canvas, Blackboard, or Schoology or through online meeting tools such as Zoom, Skype, or Google Meet. In this format, the ELD teacher can deliver a similar experience to the students as s/he would in the physical classroom.
• Some intermediate units offer the services of live, online ELD/ESL instruction with PDE Certified ESL teachers. Please reach out to your IU to discuss options.
• Although not a substitute for a full ELD program, districts may choose online resources such as Duolingo as a supplemental for some online ELD/ESL instruction during this unprecedented closure.
• Students without Internet access can receive ELD/ESL instruction through the use of materials specifically designed for English Learners. This may include National Geographic, EL Wonders, and others.
• Whether school district administration chooses continuity of instruction or optional enrichment during this time, they should include the monitoring and support of the certified ESL Program Specialist. This may be via live, online lessons, virtual office hours, feedback on assignments, English or translated phone calls, additional support for content area teachers, etc.

Consideration: ELD/ESL Instruction Based on the Age/Proficiency Level of the Student

• Level one and two English Learners and/or newcomers will require the greatest amount of support both through their ELD instruction as well as support with their content area work in whichever method the district has chosen.
• In general, ELs at the beginning stages of English development (levels 1 and 2 and possibly level 3) at higher grades (grades 3 and up) benefit from, and should receive, at least some stand-alone direct ELD instruction because basic and/or foundational language instruction may be difficult to integrate into other content instruction or it may not be feasible to do so. Also, basic language skills (social and instructional language), in which beginning level ELs require explicit instruction, may not align directly to content standards and so may require separate, specialized instruction.
• ELs at the beginning levels of language proficiency at higher grades generally benefit more from self-contained content classes than their higher proficiency level peers if that placement is possible. It is also less complicated for content teachers to include ELD instruction and provide language supports and accommodations for students of similar proficiency levels. As students gain proficiency, mixed classes (ELs and non-ELs) may become more effective in assisting ELs to increase their English proficiency and learn content.
• No LIEPs may be designed as a “sink or swim” model wherein ELs are not provided ELD instruction in any setting. Even for ELs at higher proficiency levels who do not require stand-alone ELD instruction, content-embedded ELD along with appropriate accommodations and supports are required.
• Content area teachers should be embedding additional and appropriate supports if offering instruction remotely during this time. This may include voice/text supports, translation/interpretation, extra visual supports, etc. They should also consider alternate forms of product delivery appropriate to the student’s proficiency level.

Consideration: Scaffolds for ELs

Teachers should be aware of scaffolds while planning their lessons, including but not limited to:

• Multiple modalities (print, auditory, and visual), including supporting prompts with appropriate animations, videos, and graphics
• Embedded scaffolding (e.g. pre-teaching academic vocabulary, use of sentence frames, options for interaction)
• Tasks broken into “chunks” and intermittent checks for understanding
• Modeling using explicit instruction and visual guides
• Utilize recording of lessons to allow students to revisit content
• Use translation tools to support students
• Simplify language without changing the message
• Allow access to materials in advance so students can preview them
• Build or connect to background knowledge of topics (e.g. provide text sets, videos, etc.)
• Allow for various ways to represent knowledge (e.g. writing, speaking, drawing)

Consideration: Platforms’ Functionalities to Support ELD

• Do the technology platforms (e.g., Canvas/Schoology) have functionalities, such as translation, read aloud, closed captions, etc., that may support ELs in accessing content?
• Do the devices (eg. iPads/laptops) have functionalities, such as translation, read aloud, and/or closed captioning, that may support ELs in accessing content?
• Are teachers familiar with these resources and their accessibility options? Can information be shared or training provided?
• Through the selected platform, is there the possibility of live online instruction?
• Are families and students aware of these resources? How can this information be shared with them? How will you ensure that this information is provided in the language/mode required for the parent to access this information?

Consideration: Content Area and ESL/ELD Teacher Considerations

• What support is available for teachers to implement scaffolds for English learners (e.g., document of online resources and tools available, collaboration with the ELD teacher, professional learning opportunities)?
• While ELD/ESL teachers are skilled in the areas of supporting and accommodating the English language needs of their students, they may not have had previous experience with the online platforms or remote learning situations.
• Likewise, content and classroom teachers may be more experienced with remote learning but may struggle to understand how to accommodate their content for their English Learners in this setting.
• Collaboration between the content and classroom teacher and ELD/ESL teacher should be part of the ongoing process as distance learning is being developed.

Stand-Alone ELD Direct Instruction

Pull-out ELD instruction

• EL is pulled from other class time for direct ELD instruction in a separate setting

or

Self-contained ELD class (otherwise known as ESL class)

• Elective or extra class; not ELA replacement

Possible Distance Learning Options:ELD teacher meets virtually with individual ELs or with groups of ELs in a synchronous format. This can be done through group phone calls or video chats. Students can also complete work either virtually or through paper and pencil assignments to further learning between check ins.

Push-in ELD instruction

• ESL teacher provides direct ELD instruction to ELs within the general education classroom setting

Possible Distance Learning Options:

ELD teacher virtually joins the general education class to support ELs with content learning. If ELD teacher/student are unable to join the group virtually, consider phone meetings to help with accessibility options. The ELD teacher can also assist the content area teacher with adding universal accessibility options to lessons.

Content-Embedded ELD Instruction

Mixed content classes (ELs and non-ELs)

• ELD instruction is incorporated into content instruction.

Possible Distance Learning Options:ELD teacher virtually joins the general education class to support ELs with content learning. If ELD teacher/student are unable to join the group virtually, consider phone meetings to help with accessibility options. The ELD teacher can also assist the content area teacher with adding universal accessibility options to lessons.

EL-only content classes (self-contained): ELD teacher meets virtually with individual ELs or with groups of ELs in a synchronous format. This can be done through group phone calls or video chats. Students can also complete work either virtually or through paper and pencil assignments to further learning between check ins.

The particular blend of stand-alone ELD and/or content embedded ELD (and which program type) depends on the needs of individual students and must be thoughtfully determined by district personnel with input from ESL professionals. Decisions about program design or placement of ELs within the program may NOT be driven primarily by resources or scheduling constraints.

Resource: ELD Resources

Below is a link to a spreadsheet that highlights professional development options, online resources and digital tools, paper and pencil resources, phone resources, and translation tools.

• Link to EL Resources
• Guidelines for English Language Learners with Individualized Education Plans

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