Connecticut: ELL Resources
As of the 2012-13 school year, Connecticut's schools were home to more than 31,500 English language learners (ELLs), which marks a 44% increase from the 2002-2003 school year (Migration Policy Institute, 2015). Currently, the most common five languages spoken by ELLs in Connecticut are Spanish, Portuguese, Chinese, Arabic, Creole and Pidgin.
State ELL Resources
State Agency: Connecticut State Department of Education
ELL Website: Bilingual/ESL Information
Laws & Regulations
The following documents offer additional information about statewide ELL regulations:
- Bilingual Education Statute
In the Resource Handbook, student's native languages are named as assets and the Bilingual Education Statute requires bilingual education programming when there are over 20 in a single school that speak the same language. (Pg. 7)
- Position Statement on the Education of Students Who Are ELLs (CT State Board of Education)
Placement Exam: Connecticut's SEA allows some flexibility in identification testing. While it names the same exam used to measure EL proficiency (LAS Links) as a means for providing identification assessments, it also allows districts to use other identification assessments and also encourages districts to use additional means for identifying its ELs including parent interviews.
Note: Parent notification letters are also available on the state website regarding ELL identification and AMAOs.
ELP Standards & Assessment
ELP Standards: CT ELL Framework (Document)
ELP Assessment: As with each state, Connecticut SEA requires that its public and public charter school students participate in an annual assessment of English language development using Language Assessment Scale [LAS links].
The type of ELL programming is determined by the district by "considering the language proficiency levels of the students" (Handbook, 19).
Statewide Standards-Based Assessment
Assessment: Student Assessment Website
ELL Accommodations: Accommodations for Special Populations
NCELA: Title III Information
Common Core State Standards: Yes
AFT Connecticut, a statewide affiliate of the American Federation of Teachers, has over 28,000 members in more than ninety locals representing teachers and school-related personnel, state and municipal employees, health care professionals, and higher education faculty.
CREC began as a grassroots organization of local school districts in Connecticut working together to solve common problems. Its mission is to work with boards of education of the Capitol Region to improve the quality of public education for all learners.
Connecticut Education Association is a National Education Association State Affiliate that regularly lobbies legislators for the resources schools need, campaigns for higher professional standards for the teaching profession, and files legal actions to protect academic freedom and the rights of school employees.
The CT State Department of Education's Family Literacy Initiative works to expand, strengthen and coordinate family literacy services in the state. Family literacy publications and resources are available on the program's website, including a family literacy guide in Spanish.
The Connecticut Parent Information and Resource Center (CT PIRC) is a school-based project that works through faith-based and community organizations and is guided by the overarching principle that all families have a critical role to play in their children's educational success.
ConnTESOL, the Connecticut affiliate of National TESOL, serves the teachers of English to speakers of other languages and their students.
Connecticut adopted the Seal of Biliteracy in 2017. The Seal of Biliteracy is an award given by a school, district, or state in recognition of students who have studied and attained proficiency in two or more languages by high school graduation.
SERC is a nonprofit agency primarily funded by the Connecticut State Department of Education. SERC provides professional development and information dissemination in the latest research and best practices to educators, service providers, and families throughout the state, as well as job-embedded technical assistance and training within schools, programs, and districts.
Ruiz Soto, Ariel G., Sarah Hooker, and Jeanne Batalova. 2015. States and Districts with the Highest Number and Share of English Language Learners. Washington, DC: Migration Policy Institute. http://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-english-language-learners
Ruiz Soto, Ariel G., Sarah Hooker, and Jeanne Batalova. 2015. Top Languages Spoken by English Language Learners Nationally and by State. Washington, DC: Migration Policy Institute. http://www.migrationpolicy.org/research/number-and-growth-students-us-schools-need-english-instruction-2009
Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students. Connecticut Rate of EL Growth (1997/98-2007/08). Compiled July 2010 and retrieved from http://www.ncela.gwu.edu/t3sis/state/connecticut/.
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