Emerging Bilinguals

English Language Development (ELD) means instruction designed specifically for English language learners to develop listening, speaking, reading, and writing skills in English. 

Students who have a primary home language other than English and who are not yet proficient in English are eligible for ELD.

The Home Language Survey (HLS) is completed by parents upon their student's initial enrollment in CA public schools. If the survey filled out during PUSD enrollment indicates a home language influence other than English, the Research & Evaluation Department will review California Longitudinal Pupil Achievement Data System (CALPADS) history. 

If CALPADS records show an EL proficiency history from another CA public school, that EL status follows the student into PUSD and the original HLS completed on first enrollment in another district will take precedence over the HLS completed at PUSD. 

If there is no previous CA public school history and this is the student's first enrollment in a CA school, then they will take the Initial English Language Proficiency Assessment for California (ELPAC) to determine the student's proficiency level. Students who score "Novice" or "Intermediate" on the Initial ELPAC, or who have pre-existing CALPADS records as English Learners through previous CA public school assessments, will be eligible for ELD programming. The Research & Evaluation Department will update the EL proficiency in Q to match CALPADS records and the most recent ELPAC assessment results.

The time it takes learners to become proficient in English varies considerably. Second language acquisition research suggests that students develop basic social and interpersonal communications skills within two years. However, reaching "native-like proficiency" in academic language may take from five to nine years with appropriate support. Without appropriate support, an English Learner / Emergent Bilingual student is unlikely to achieve competency in the academic English that is necessary to succeed in school.

Designated ELD is defined as core instruction provided during a time during the regular school day for focused teaching and learning using the state-adopted ELD standards to assist English Learner / Emergent Bilingual students to develop critical English language skills necessary for academic content learning in English. (California Code of Regulations, Title 5 [5 CCR] Section 11300[a])

Integrated ELD is defined as core instruction in which the state-adopted ELD standards are used in tandem with the state-adopted academic content standards. Integrated ELD includes specifically designed academic instruction in English. (5 CCR Section 11300[c])

Yes. The California Code of Regulations section 11300(a) states that Designated English language development is “core instruction provided during a time set aside in the regular school day…”. Designated ELD is part of the core curriculum, which is taught during an instructional day.

During Designated ELD, instruction is focused on the ELD standards and specifically supports English Learner / Emergent Bilingual students in the acquisition of the English language. During Integrated ELD, the instruction is focused on the content standards (i.e. Math, Science, History) with academic language supports and instruction in English.

Designated ELD at the Secondary level continues to include instruction specific to the acquisition of English. Integrated ELD at the secondary level supports English Learners/ Emergent Bilingual students in content courses, by providing them access to the content through strategies and supports in language.

Reclassification is the process where students move from English Learner status to fluent English proficient status (Redesignated Fluent English Proficient: RFEP). PUSD uses multiple criteria in determining whether to reclassify a student and includes: English Language Proficiency Assessment for California (ELPAC) scores, Academic Achievement, Teacher Evaluation, and Parent Consultation.

In accordance with existing California regulations, PUSD is required to monitor students for four years after reclassification to ensure they are making adequate progress towards grade level academic standards. Site English Learner Liaisons and teachers document students’ progress after the First Trimester of each academic year for four years and provide targeted interventions to students when needed.