Language Acquisition Programs for English Learners and Language Programs for non-English Learners
The CA Ed.G.E. Initiative, also known as Proposition 58, authorizes school districts to establish language acquisition programs for both native and non‐native English speakers and requires school districts to solicit parent and community input in developing language acquisition programs.
Parent and Community Engagement
Parents may provide input regarding language and language acquisition programs in the LEA or to be considered in the LEA during the development of the Local Control and Accountability Plan (EC Section 52062.) If interested in a different program from those listed above, please contact CSD Educational Services to ask about the process.
Parent May Request the Establishment of a New Language Acquisition Program or a New Language Program at a School
Schools in which the parents or legal guardians of 30 pupils or more per school or the parents or legal guardians of 20 pupils or more in any grade request a language acquisition program or a language program that is designed to provide language instruction shall be required to offer such a program to the extent possible. (EC Section 310[a].)
Parents or guardians may provide input regarding language acquisition programs or language programs during the development of the Local Control and Accountability Plan (EC Section 52062). If interested in a different program from those listed above, please contact CSD Educational Services to ask about the process.
Please submit your request to the office at your local school via the following Parent Request for Language Program Form
CSD’s Process to respond to parent requests for new programs.
Receive and track parent requests: Each school is required to maintain written records of parent requests (including verbal requests) which include:
- Date of request
- Parent and child names
- Description of request
- Grade level
Reaching Threshold: When the parents of 30 pupils or more enrolled in a school, or when the parents of 20 pupils or more in the same grade enrolled in a school, request the same or substantially similar type of language acquisition or language program, the school responds by notifying the LEA immediately and taking the following three actions:
- Communication - Within 10 school days of reaching a threshold described above, the LEA notifies the parents of pupils attending the school, the school’s teachers, administrators, and the LEA’s English learner parent advisory committee and parent advisory committee, in writing, of the parents’ requests for a language acquisition program.
- Cost and Resource Analysis - The LEA then identifies costs and resources necessary to implement any new language acquisition or language program, including but not limited to:
- Certificated teachers with the appropriate authorizations
- Necessary instructional materials
- Pertinent professional development for the proposed program
- Opportunities for parent and community engagement to support the proposed program goals
- Determination - Having completed the costs and resource analysis, the LEA determines, within 60 calendar days of reaching a threshold described above, whether it is possible to implement the requested language acquisition or language program. At that time, the LEA provides notice, in writing, to parents of pupils attending the school, the school’s teachers, and administrators of its determination.
- Determination to implement a program at the school: In the case that the LEA determines it can implement the requested program, the LEA creates and publishes a reasonable timeline of actions necessary to implement the program. As a part of the implementation, the LEA confers with school personnel, including administrators, and teachers with the authorizations required to provide or oversee programs and services for English learners, regarding the design and content of language acquisition programs.
- Determination NOT to implement a program at the school: In the case that the LEA determines it is not possible to implement the program requested by parents, the LEA provides a written explanation of the reason(s) why the program cannot be provided. Further, the LEA may offer an alternative option that can be implemented at the school.
Potential Language Programs:
- Dual-Language Immersion: Integrated language learning and academic instruction for native speakers of English and native speakers of another language, with the goals of language proficiency and academic achievement in English and another language, and cross-cultural understanding.
- Developmental Bilingual: Instruction for English learners utilizing English and students’ native language for literacy and academic instruction, with the goals of language proficiency and academic achievement in English and the student’s native language.
- Foreign Language Elementary Experience (FLEX): Provides instruction for non-native speakers of the target language, with the goals of exposure, enrichment, and language experiences, typically during a designated period of the school day or after-school program (usually a few times a week) providing basic exposure to a language.
- Foreign Language in Elementary Schools (FLES): Provides instruction for non-native speakers of the target language during a designated period of the school day or after-school program dedicated to language study. Varies greatly in the amount of time.
- Newcomer: An instructional program designed for English learners, who are new to the country, with less than 12 months of schooling in the United States. Instruction and/or support may be provided in the students’ native language. Program models vary and may include part of a school day or full-day in a separate program or school.
- One-Way Immersion: Instruction in English and another language for non-speakers of the other language, with the goals of language proficiency and academic achievement in English and the other language, and cross-cultural understanding.
- Transitional Bilingual: Instruction for English learners in kindergarten through grade three utilizing English and students’ native language for literacy and academic instruction, with the goals of language proficiency and academic achievement in English. Students typically transition to mainstream English instruction by grade three.