ELL Instruction

E.N.L. is the New E.S.L.

Instead of English as a Second Language, English is a New Language for many students who already speak multiple languages. This page is a quick summary of acronyms and the push for this service.

Common Terminology in E.N.L.

ENL = English as a New Langugage / ESL = English as a Second Language / LOTE = Languages Other Than English

ELL = English Language Learner / SIFE = Student with Interrupted Formal Education

LTE = Long Term ELL

NYSITELL = New York State Identification Test for English Language Learners

NYSESLAT = New York State English as a Second Language Achievement Test

HLQ = Home Language Questionnaire

TOMs = Targets of Measure

NLAP and HLAP = New Language Arts Progressions and Home Language Arts Progressions

New York State Bilingual Common Core Initiative

Beginning in Spring 2012, NYSED launched the Bilingual Common Core Initiative to develop new English as a Second Language and Native Language Arts Standards aligned to the Common Core. As a result of this process, NYSED is developing New Language Arts Progressions (NLAP) and Home Language Arts Progressions (HLAP) for every NYS Common Core Learning Standard in every grade. The following documents explain NYSED’s approach and provide samples of the work underway. These documents are being posted for public review and comment.

LAP: Language Allocation Policy

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The NYC DoE Office of English Language Learners has a handbook that schools should use to focus efforts on educating ELLs. Download it in pdf here. This is how the handbook begins:

Experience has demonstrated that schools that have clearly-articulated LAPs tend to have stronger instructional programs for ELLs. Implementation of the LAP should abide by the following principles:

A Coherent Language Allocation Policy (LAP) for Each School: The LAP is a school-originated document that is written in consultation with feeder schools and reflects New York City Department of Education goals. The LAP must comply with Part 154 of the Commissioner’s Regulations (CR Part 154). The LAP is understood by all school stakeholders and enacted by all practitioners. All stakeholders should be able to clearly articulate when and why the student’s native language and English are used in teaching and learning.

Academic Rigor: Educational programs for ELLs embody the conceptual understanding that challenging content and well-developed learning strategies will prepare ELLs to think critically, solve problems, and communicate in the language(s) of instruction. ELLs are actively engaged in standards-based academic curriculum.

Use of Two Languages: The use of languages for instruction is clearly defined to support the development of oral and written fluency, content knowledge, and the ability to communicate well in the target languages. The plan in the school for the use of languages is clear and matches programmatic goals.

Explicit English as a Second Language (ESL), English Language Arts (ELA), and Native Language Arts (NLA) Instruction: ESL, ELA, and NLA instruction includes literature and content-based instruction that is aligned explicitly to the Common Core Learning Standards in ESL, ELA, NLA, and content areas. ESL, ELA, and NLA instruction must comply with CR Part 154 regulations.

Literacy Instruction in Transitional Bilingual Education/Dual Language Programs (TBE/DL): [This does not apply to our school because we do not have a bilingual/dual language programs] Standards-based literacy instruction is provided in the native language and in English for the duration of students’ education in TBE/DL programs. Literacy instruction is consistent with the program model design.

Content-Area Instruction: The native language and English are used consistently to teach core academic content areas—language arts, mathematics, science, and social studies—for students’ duration in TBE/DL programs.

Assessment in Two Languages: Ongoing assessments of students in academic content areas as well as language development inform teaching and learning. Collecting and analyzing multiple data sources in two languages and setting annual measurable goals help improve areas that most impact teaching and learning, and assessment for ELLs. Assessment of content-area learning and language development matches the language of instruction and programmatic goals.

High-Quality Teachers of ELLs: Educational programs for ELLs are staffed with teachers who demonstrate strong academic language proficiency, in both English and other languages of instruction, and are equipped with the appropriate teaching certifications, engaged in professional development, and skilled in both content and pedagogy.


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