What is a language assistance program? It is a sequential program of instruction that is based on sound theory and has proven to be successful in supporting students to become proficient in English. Its purpose is two-fold: (1) to ensure that it is fully supported by experts or recognized as an effective way to help ELs learn English and (2) ensure that ELs fully participate in educational programming as active participants (U.S. Department of Education, 1999, p. 14-17).
Further, it states that a "student's English proficiency level, grade level, and educational and language background" (U.S. Department of Education, 2016, p. 17) must be considered to determine the language assistance program that will be the most effective. For example, some school districts have designed programs to meet the unique needs of EL students [referred to in this document as ML students] whose formal education has been interrupted in their country of origin, perhaps due to dislocation, war, disease, famine, or other situations resulting in missed educational instruction.
Guiding Questions
- What are the federal requirements for evaluating language assistance programming?
- What action steps should be taken to evaluate our language assistance program?
Language Assistance Programs
The term Language Assistance Program is used interchangeably with Language Assistance Instructional Program, Language Instruction Educational Program [LIEP] and Language Assistance Services to describe the actions that a district must take to (1) properly identify students whose primary or home language is other than English and who are not yet able to perform ordinary schoolwork in English and (2) provide them with appropriate language assistance services until they can participate meaningfully in a school's or district's education program without language assistance services.
In the U.S., there are three main language assistance program models: (1) those promoting bilingualism and biliteracy, (2) those gradually reducing bilingualism with monolingualism in English as the goal, and (3) those using English-only instruction. In all these models, English language development is a key component. It is important to note that, in longitudinal studies of these models, the most successful language assistance programs are those that promote bilingualism and biliteracy (Collier and Thomas, 2002).
In addition to the three main models, there are language assistance programs specifically designed for students with limited or interrupted formal education. The intent of these programs is to address the unique needs of students affected by significant educational disruptions.
For more related guiding questions and considerations, see Evaluation of Language Assistance Programs, as well as English Learner Toolkit: Chapter 2.
Note: State education agency guidelines should be consulted to determine appropriate language assistance models.
Programs that Promote Bilingualism and Biliteracy
| Program Type | Also Known As | Goal | Characteristics |
|---|---|---|---|
| Maintenance Bilingual Education |
| To develop bilingualism and biliteracy | All participants are MLs. |
| Bilingual Immersion |
| To develop bilingualism and biliteracy | Participants consist of both MLs and fluent English speakers |
Zacarian (2023). Transforming Schools for Multilingual Learners, p. 35.
Programs that Promote Transitional Bilingualism
| Program | Goal | Characteristics |
|---|---|---|
| Early Exit | To develop the ability to learn solely in English in general education classrooms conducted entirely in English | MLs receive instruction in their primary language and English and transition from learning in the primary language as their ability to learn in English increases. |
| Late Exit | To develop the capacity to learn entirely in English in general education settings, while continuing native language instruction during a transitional period following English proficiency | MLs receive instruction in their primary language and English. They transition from learning in their primary language a few years after they demonstrate proficiency in English. |
Zacarian (2023). Transforming Schools for Multilingual Learners, p. 37.
Programs that Use English to Teach English
| Program Type | Also Known As | Goal | Characteristics |
|---|---|---|---|
| Structured English Immersion |
| To develop the ability to learn solely in English in general education settings conducted entirely in English | MLs are taught entirely in English with little to no support in their native language. |
Zacarian (2023). Transforming Schools for Multilingual Learners, p. 39.
Programs for MLs with Limited or Interrupted Schooling
| Program Type | Also Known As | Goal | Characteristics |
|---|---|---|---|
Programs for MLs with limited or interrupted formal education |
| To develop English proficiency and academically to be able to access grade-level curriculum alongside peers. | Instruction is provided in the primary language or English. Programming is typically offered in specialized settings with dedicated personnel and resources to support instruction in English and other academic subjects. |
Zacarian (2023). Transforming Schools for Multilingual Learners, p. 42.
Tools for Educators
These tools can support educators in their work related to language assistance programs for MLs. A PDF version of these questions is available.
Action Steps: Language Assistance Programs |
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Every local education agency (i.e., school and district) should assess the effectiveness of its language assistance programming for MLs. The assessment should draw from the three prongs of the Castañeda v. Pickard ruling. These action steps, drawn from Zacarian (2023, p. 184), are intended for this purpose. These questions can guide a review of a school or district language assistance program.
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Copyright© 2023 by Corwin. All rights reserved. Adapted from Transforming Schools for Multilingual Learners: A Comprehensive Guide for Educators, Second Edition by Debbie Zacarian. Thousand Oaks, CA: Corwin, www.corwin.com. Posted with permission from Corwin Press.
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