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For guidance on implementing Native Language Instruction across in-person and remote settings including guiding principles for unfinished learning and sample schedules please visit the MLE Programming & Instructional Guidance for Fluidity Across In-Person and Remote Learning Settings (Elementary and Secondary).
Language Allocation Guidelines (LAG) Resources
The research is clear that bilingual instruction is the best route to English proficiency; and learning in two languages has proven cognitive and social-emotional benefits. Students with bilingual skills have significant advantages in college and career. That’s why DPS offers bilingual instruction in all schools with sufficient numbers of Spanish-speaking Multilingual Learners, and why we encourage all students to pursue the Seal of Biliteracy.
DPS research confirms Thomas and Collier’s finding that students who receive bilingual instruction acquire English more quickly than their peers who do not. We have also found that students enrolled in bilingual programming are significantly more likely to be on-track to becoming fully English proficient within 6 years, and that students enrolled in bilingual programming consistently outperform their peers on Spanish assessments.
Additional resources for DPS Elementary ELA-S teachers can be found in the DPS Elementary ELA-S Schoology Group.
Language Allocation Guidelines (ECE-5)
Bilingual programs provide instruction in one or more core subject areas in a student’s home language. At the Elementary level, the bilingual instruction portion of the day includes activities in all content areas that promote literacy and grade-appropriate cognitive development in the student’s first language in a manner comparable to their English-speaking peers. TNLI instruction follows the district’s research-based language allocation guidelines.
Language Allocation Guidelines (6-12)
In Secondary TNLI Programs, schools have the flexibility of selecting two or more content areas that will be taught in Spanish. At ACCESS levels 1-2.9, PPF1 students are required to take at least two courses in Spanish, while at ACCESS levels 3.0 and higher, students are required take at least one course in Spanish. Through this model, students can access grade-level content in math, science, or social studies while they are learning English. They may also be able to deepen and develop their understanding of Spanish through a Spanish Language Arts course. Spanish Language Arts courses allow students to build upon and maintain the Spanish literacy skills that they developed in elementary TNLI programs.
Elementary ELA-S math guidance
Per the Language Allocation Guidelines, Spanish is the recommended primary language of instruction in mathematics in grades K-5 for ELA-S classrooms. Although Spanish is the primary language of instruction, it is recommended that both English and Spanish be used strategically to support students’ content and language development. The following guidance applies to TNLI schools that have opted in to the Bridges in Mathematics Curriculum.
Language of Assessment Guidance (For PPF1 students in Elementary ELA-S and ELA-S/E classrooms at TNLI and Dual Language Schools)
Per the Language Allocation Guidelines, Spanish is the primary language of literacy instruction for all PPF1 students in grades K-3 at TNLI schools, and makes up 50% or more of literacy instruction in Dual Language schools. While literacy should be developed and tracked in both languages, Spanish is the focus of instruction and assessment.
Spanish is the required the Language of Assessment (LOA) for READ Act assessments, READ Plans, and CMAS Literacy (Colorado Spanish Language Arts, CSLA). Please note: The READ Act LOA will default to Spanish for all PPF1 students in grades K-3 unless the student has an approved LOA Waiver.
The Bridge and Metalinguistic Analysis Videos for Elementary ELA-S Teachers
These videos will support Elementary ELA-S teachers with examples and best practices.