In US years or less Proficiency in English Offer opportunities to Provide daily, Offer Community accelerate progress focused intervention engagement Recent arrivals from foreign countries: involvement Beginning levels of English proficiency or above through scaffolded opportunities that opportunities in Heritage sharing English language may be more advanced in content instruction via address all four the students’ L1, Study cultural reading and writing than in listening and speaking sheltered instruction domains (LSRW), whenever background of model, as appropriate with emphases on possible Recent arrivals from U.S. school districts with high the student and Offer opportunities to oral language quality bilingual/dual language programs: then; Developing or full proficiency in social English enroll in accelerated development and Promote Decide how to [BICS] math and advanced academic language cognitive provide a Developing proficiency in academic English coursework instruction for ELLs processes to connection to: [CALP] Offer opportunities to at ELP Levels 1 4 transfer from L1 – social support Proficiency in native language (L1) enroll in dual language Encourage family to to English. counseling Advanced or full social [BICS] and academic programs, as continue Crystalized medical proficiency [CALP] in L1 appropriate development of L1 at Knowledge legal Academic performance home. Fluid Reasoning housing On grade level achievement in core content, Working Memory Processing Speed electives and well-developed literacy in L1 employment Long-Term With appropriate support, may show Provide social Memory accelerated growth toward grade-level literacy emotional Auditory and achievement in English learning and Processing Will likely show steady progress through support to Visual Processing English Language acquisition include a focus Executive If native language courses are offered, credit on: Functioning accrual toward graduation can be rapid and Self-Awareness successful Optimistic Encourage and May have difficulty with level Thinking foster students’ achievement exams due to language, not Goal Directed knowledge base academic content to transfer from Behavior In danger of slowed growth without instruction L1 to English Self- in primary language when the content increases Management in difficulty Practice perspective taking Relationship Skills Decision Making Personal Responsibility Newcomer students with interrupted or limited Academic Language Cognitive Social & Cultural D formal schooling (SIFE) Development Development Development Processes Less than 2 years in US
In US years or less Proficiency in English Recent arrivals from foreign countries: Beginning levels of English proficiency or above English language may be more advanced in reading and writing than in listening and speaking Recent arrivals from U.S. school districts with high quality bilingual/dual language programs: Developing or full proficiency in social English [BICS] Developing proficiency in academic English [CALP] Proficiency in native language (L1) Advanced or full social [BICS] and academic proficiency [CALP] in L1 Academic performance On grade level achievement in core content, electives and well-developed literacy in L1 With appropriate support, may show accelerated growth toward grade-level literacy and achievement in English Will likely show steady progress through English Language acquisition If native language courses are offered, credit accrual toward graduation can be rapid and successful May have difficulty with level achievement exams due to language, not academic content In danger of slowed growth without instruction in primary language when the content increases in difficulty Offer opportunities to accelerate progress through scaffolded content instruction via sheltered instruction model, as appropriate Offer opportunities to enroll in accelerated math and advanced coursework Offer opportunities to enroll in dual language programs, as appropriate Provide daily, focused intervention opportunities that address all four domains (LSRW), with emphases on oral language development and academic language instruction for ELLs at ELP Levels 1 – 4 Encourage family to continue development of L1 at home. Offer engagement opportunities in the students’ L1, whenever possible Promote cognitive processes to transfer from L1 to English. Crystalized Knowledge Fluid Reasoning Working Memory Processing Speed Long-Term Memory Auditory Processing Visual Processing Executive Functioning Encourage and foster students’ knowledge base to transfer from L1 to English Practice perspective taking Community involvement Heritage sharing Study cultural background of the student and then; Decide how to provide a connection to: social support counseling medical legal housing employment Provide social emotional learning and support to include a focus on: Self-Awareness Optimistic Thinking Goal Directed Behavior Self- Management Relationship Skills Decision Making Personal Responsibility D Newcomer students with interrupted or limited formal schooling (SIFE) Less than 2 years in US Academic Development Language Development Cognitive Development Social & Cultural Processes
RSD-Typology-3.docx