Curriculum and Instruction The SLIFE component of the ELE program may require a consideration of the educational gaps in the students’ academic background to best meet the linguistic needs of SLIFE students. It requires a specially designed rigorous ESL curriculum, taught by ESL teachers who understand the students' culture, with carefully selected opportunities for inclusion. (Robertson & Lafond, date unknown; 3. USED & USDOJ, 2015; Castañeda v. Pickard, 1978.) Offer intensive English language development courses and sheltered content instruction and offer literacy and/or academic instruction in the native language. Sheltered content‐area instruction for SLIFE focuses on English language development through the medium of academic content, so that students can work on language learning and subject learning simultaneously. Most importantly, instructors are familiar with the specific needs of SLIFE and their families. (Council of Chief State School Officers, 2004.) SLIFE Student Success Plan (SSP) and schools need to build complete portraits of English language learners with interrupted “…teachers education. A portrait can include the student’s academic history, linguistic history, and family and cultural history. This information can inform decisions in regard to programming, course selection, and instructional needs of the student.” (WIDA, 2015.) A SSP identifies the SLIFE’s language and academic goals and establishes how to monitor academic and ELP progress. The SLIFE SSP describes how the student learns, how the student best demonstrates that learning, and what teachers and service providers will provide to ensure the student meets his/her educational goals. The SLIFE Guidance Document provides a sample SSP that can be adapted to local requirements4. High School, College and Career Pathways Research conducted by the Council of Chief State School Officers recommends that schools/districts “create structures that transcend high school academic departmental divisions to support simultaneous linguistic and academic development. Align high school programs with higher education and adult education.5” (CCSSO, 2004.)
Curriculum and Instruction The SLIFE component of the ELE program may require a consideration of the educational gaps in the students’ academic background to best meet the linguistic needs of SLIFE students. It requires a specially designed rigorous ESL curriculum, taught by ESL teachers who understand the students' culture, with carefully selected opportunities for inclusion. (Robertson & Lafond, date unknown; 3. USED & USDOJ, 2015; Castañeda v. Pickard, 1978.) Offer intensive English language development courses and sheltered content instruction and offer literacy and/or academic instruction in the native language. Sheltered content‐area instruction for SLIFE focuses on English language development through the medium of academic content, so that students can work on language learning and subject learning simultaneously. Most importantly, instructors are familiar with the specific needs of SLIFE and their families. (Council of Chief State School Officers, 2004.) SLIFE Student Success Plan (SSP) “…teachers and schools need to build complete portraits of English language learners with interrupted education. A portrait can include the student’s academic history, linguistic history, and family and cultural history. This information can inform decisions in regard to programming, course selection, and instructional needs of the student.” (WIDA, 2015.) A SSP identifies the SLIFE’s language and academic goals and establishes how to monitor academic and ELP progress. The SLIFE SSP describes how the student learns, how the student best demonstrates that learning, and what teachers and service providers will provide to ensure the student meets his/her educational goals. The SLIFE Guidance Document provides a sample SSP that can be adapted to local requirements4. High School, College and Career Pathways Research conducted by the Council of Chief State School Officers recommends that schools/districts “create structures that transcend high school academic departmental divisions to support simultaneous linguistic and academic development. Align high school programs with higher education and adult education.5” (CCSSO, 2004.)
SLIFE-Guidance.docx