Language Instructional Program Types in NC

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Language Instructional Program Types in North Carolina Public Schools March 2011

Name of Approach	Instructional Language(s)	Key Features	Notes
Programs that utilize two languages for instruction
Dual Language Developmental Bilingual Program (Additive Bilingualism)	English and student’s heritage language	Designed to help non-English speakers learn English as well as maintain and improve their native or heritage language skills.	Students become bilingual, biliterate and bicultural in a way that honors their need to simultaneously identify and communicate with their heritage or home culture and with the mainstream culture they live and will work in.
Dual Language Two-Way Immersion Program (Additive Bilingualism)	English and another language	Comprised of approximately 50 % native English speakers and 50% native speakers of the target language. Both groups of students become bilingual, biliterate and bicultural.	Content instruction is provided both in English and in the target language.
Transitional Bilingual Education Program (Subtractive Bilingualism)	focus on student’s primary (non-English) language	Presented in the ELLs' native language for at least 2 or 3 years after which time ELLs receive all-English instruction.	Primary purpose is to facilitate students’ transition to an all-English instructional program while receiving academic subject instruction in the native language to the extent necessary.
Heritage Language Program	focus on student’s primary (non-English) language	Typically targets non-native English speakers with weak literacy skills in first language	The goal is building literacy in two languages.
English Language Instructional Programs for English [as a Second] Language Learners [ELLs] Extra content support in English and the native language may also occur.
English as a Second Language [ESL]	English	A program of techniques, methodology and special curriculum designed to teach English reading, writing, listening, and speaking skills to ELLs.	ESL instruction is in English with little use of students’ native languages. This may occur as a pull-out session or a scheduled class time.
Content-based ESL	English	Uses instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive and study skills.	Instruction is in English with little use of students’ native languages. This may occur as a pull-out session or a scheduled class time.
Sheltered Instruction/ Sheltered Instruction Observation Protocol	English	Adapts academic instruction in English to make it understandable to LEP students.	Can be implemented by content and ESL teachers in English language arts, mathematics, science, social studies, and other subjects.
Newcomer Services	English	Separate, relatively self-contained educational interventions to meet the academic and transitional needs of newly- arrived immigrants.	Students usually attend these programs for a very limited time before they enter an ESL program. Services may be provided at a special site or may be provided at the school site.
ESL Co-Teaching	English	Shared, collaborative teacher planning time so that teachers that can implement strategies that integrate language acquisition, literacy, and academic content at the same time.	Caution: Co-Teaching is NOT supplying an ESL teacher who enters the class and assists individual students. Requires professional development for both teachers so that grade level and developmentally appropriate teaching from both the ESL and content teacher occurs.

¹ All ELLs must have an LEP Plan, including proficiency level descriptions, instructional modifications, and state test accommodations.