ESL Program Overview

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The Department of Defense Education Activity (DoDEA) provides an English as a Second Language (ESL) program for students whose native language is not English. The goal of this program is to develop students' English language abilities so that their academic performance is equivalent to native English-speaking students of the same age and grade level. The program serves both students who are beginning to learn English and those who have developed a high level of oral proficiency, but are performing below grade level in reading and writing because of their limited ability to read and write in English. Depending on the age and proficiency level of the student when he/she enters the ESL program, the process may take from one to six consecutive years (Cummins, 1991; Collier & Thomas, 1997).

As ESL students enter the DoDEA system, their proficiency in English is assessed on one of two instruments: the Language Assessment Scale (LAS) or the Idea Proficiency Test (IPT). The results of the assessment determine program placement into one of four levels. To deliver the program, each DoDEA district will decide how to best meet the needs of their ESL students through the Direct Instruction Model and/or the Instructional Support Model. The Direct Instruction Model is best used by districts with schools that have ESL populations large enough to support part-time or full-time ESL teachers. The Instructional Support Model is best used by districts with schools that have small numbers of ESL students geographically dispersed throughout the district. Many districts may benefit by using both models based on the needs of the students within their district. At no time will the ESL program support a submersion model -- the practice of placing students in mainstream classes without a program of instruction designed by an ESL teacher. Submersion is not a program model as it is not in compliance with U.S. federal standards as described in the Supreme Court decision, Lau vs. Nichols (Thomas & Collier, 1997).

ESL teachers work with general education teachers to provide assistance in program planning and instructional delivery to support language development for ESL students. ESL teachers also provide ongoing support in Second Language Acquisition (SLA), methodology and multicultural awareness.

Although English is the language of instruction in the classroom, students are encouraged to continue to develop proficiency in their first language as they acquire English. Full proficiency in the native language, inclusive of reading and writing, facilitates second language development (Wong Fillmore, 1991; Bialystok & Hakuta, 1994).

ESL Program Goals

Provide ESL students with equal opportunity and access to services so that they may become fully proficient in English.

Ensure that ESL students reach full educational parity with comparable native-English speakers as measures by on-grade-level tests administered in English.

Six Guiding Principles

The six guiding principles and the strategies that follow are excerpts from Promoting Excellence -- Ensuring Academic Success for Limited English Proficient Students, published by the Evaluation center East, 1996. The principles represent the ideal that DoDEA strives for in providing the highest quality ESL program recognized for its ability to provide ESL students with the knowledge and high level skills required for success in a global community. The principles have been designed to support the vision that all students can achieve high academic standards. School success for limited English proficient students is neither automatic nor easy. Learning another language is a highly complex process. A complicating factor for ESL students within DoDEA is that they must learn the English language and challenging content in English simultaneously. DoDEA ESL students cannot afford to wait to learn English first and content knowledge subsequently. They must tackle the challenge of both at the same time. The principles and strategies listed below can guide DoDEA administrators, ESL teachers and general education teachers in designing instruction to serve ESL students.

Principle #1 -- Limited English proficient students are held to the same high expectations of learning established for all students.

Principle #2 -- Limited English proficient students develop full receptive and productive proficiencies in English, in the domains of listening, speaking, reading and writing consistent with expectations for all students.

Principle #3 -- Limited English proficient students are taught challenging content to enable them to meet performance standards in all content areas, including reading and language arts, mathematics, social studies, the fine arts, health and physical education., consistent with those for all students.

Principle #4 -- Limited English proficient students receive instruction that builds on their previous education and cognitive abilities and reflects their language proficiency levels.

Principle #5 -- Limited English proficient students are evaluated with appropriate and valid assessments that are aligned with national standards and take into account the language acquisition stages and cultural backgrounds of the students.

Principle #6 -- The academic success of limited English proficient students is a responsibility shared by all educators, the family and the community.

DoDEA Manual 2440.2, English as a Second Language Program Manual

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Last modified: June 16, 1999

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