California has the most diverse student population in the world, with more than 100 languages spoken in the homes of those students. Today, our student population is “majority-minority.” Forty-one percent of our students speak a language other than English at home, and a quarter of all California public school students are struggling to learn the English language in school.
Jack O’Connell, Superintendent of Public Instruction
State of Education remarks, 2006
An EL is a K-12 student who, based on objective assessment, has not developed listening, speaking, reading, and writing proficiencies in English sufficient for participation in the regular school program. These students are sometimes referred to as Limited English Proficient (LEP). The process for identification is described in the California English Language Development Test (CELDT) Assistance Packet for School Districts.
Redesignated English Learner
Each English Learner (EL) who meets the established multiple redesignation criteria is reclassified as Fluent English Proficient (FEP). Each former English Learner who has been redesignated as FEP has demonstrated English language proficiency comparable to that of the average native English speakers and can participate equally with them in the school's regular instructional program.
Sheltered instruction is an approach to teaching English language learners which integrates language and content instruction. The dual goals of sheltered instruction are:
- to provide access to mainstream, grade-level content, and
- to promote the development of English language proficiency.
Sheltered Instruction, also referred to as SDAIE (Specially designed academic instruction in English ), is a teaching style founded on the concept of providing meaningful instruction in the content areas for transitioning English Learer (EL) students towards higher academic achievement while they reach English fluency.