Bilingual Program

State Transitional Bilingual Program

Transitional bilingual instruction" means a system of instruction which:

(a) Uses two languages, one of which is English, as a means of instruction to build upon and expand language skills to enable a student to achieve competency in English;
(b) Teaches concepts and knowledge in the primary language of a student, while the student also acquires English language skills.
(c) Tests students in the subject matter in English.

"Primary language" means the language most often used by a student (not necessarily by parents, guardians, or others) for communication in the student's place of residence.

Davis Elementary, Meadow Brook Intermediate, and John Sager Middle School offer supplemental support to students who meet the following two conditions:

(a) The primary language of the student must be other than English; and
(b) The student's English skills must be sufficiently lacking or absent as to delay learning.

The two types of program models used in CPPS are:

Early-Exit Bilingual Education (Transitional Bilingual Education)

Early-Exit Bilingual models are identical to Late-Exit models with the only difference being that this model is designed to move ELL children from their native other than English language to English in the first three-year period of their school's primary grades. This model relies on the teacher teaching in the students' native language throughout the model. The degree to which the teacher utilizes the students' native language is directly proportional to the degree to which the student has acquired English language proficiency.

Content English-as-a-Second-Language (ESL) (Sheltered Immersion)

Content ESL models rely on the classroom teacher of record, who has been ESL trained, to teach the ELL child the entire curriculum while keeping the ELL child together with the rest of his/her students at all times. The ESL trained teacher employs ESL techniques to ensure his/her ELL students learn the academic curriculum while they are in the process of becoming English proficient. Teachers need to know ONLY English for implementing this model and all instruction is delivered in the target language, English. Content ESL models are effective from K-12th grades and for all subject areas.

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