Effective ELD in California's Dual Language Programs

Introduction

The following article is meant to be used by classroom teachers, coaches, principals and other district leaders as a guide for program implementation and instruction. The article addresses how English Language Development is a legal requirement that provides EL/EBs with equal access to education, as well as describes the differences between Integrated and Designated English Language Development which must be provided alongside robust language development in the LOTE (Language Other Than English). The majority of the article is dedicated to Frequently Asked Questions–and answers. We know that strong, research-based English Language Development is the best way we know to drive equity for EL/EBs and prevent the creation of Long Term English Learners (LTELs) (Edelman Et al.). This guide is meant as a collection of research-based best practices gathered from experience in the field.

Written by SEAL Associate Director, Heather Skibbins and Senior Program Manager Dr. Meadvin with the support of Laurie Olsen, Ph.D. and SEAL team members Patricia Montes Pate, Ana Marisol S.nchez, Jaylene Shelby and Camille R. Whitney, Ph.D., in this article you'll find:

• a concise overview of ELD requirements,
• the differences between Integrated and Designated ELD
• strategies for robust language development in Languages Other Than English (LOTE)
• collection of research-based best practices gathered from real-world experience in the field
• supports to foster equity and prevent Long Term English Learners (LTELs).

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