Lisa Speakman
Director of EL/Bilingual Services
[email protected]
Multilingual Program Staff:
Leticia Carmona
District Parent Liaison
[email protected]
Olga Karwoski
District Biliteracy Instructional Coach
[email protected]
Our vision is for all students to be responsible, resilient and ready to excel. Bilingualism—the development of language and literacy skills in both English and a home language—is viewed as an academic advantage that prepares students to succeed in a globally connected world. District 45 encourages English learners to see bilingualism as a strength for their future. Students who come from homes where another language is spoken bring valuable assets to our schools. The district is committed to building on those strengths. Language and literacy, embedded in a rigorous and relevant curriculum, help students fully develop their ability to read, write, speak, listen and use language effectively.
Lisa Speakman
Director of EL/Bilingual Services
[email protected]
Leticia Carmona
District Parent Liaison
[email protected]
Olga Karwoski
District Biliteracy Instructional Coach
[email protected]
Full-time Transitional Bilingual Education (Spanish): Students in our full-time TBE program are offered a self-contained classroom in which English and Spanish are both used for instruction. The classroom teacher is a certified bilingual educator. Students remain in this setting from PreK-4th grade. After 4th grade, Spanish literacy services are given as needed in a pullout setting from 5th-8th grades.
Part-time Transitional Bilingual Education (Spanish): Students in our part-time TBE program are offered a self-contained English classroom. ESL services for English support are offered by an ESL-endorsed teacher. Spanish support can be provided if needed.
Part-time Transitional Bilingual Education (Urdu): Students in our part-time TBE program are offered a self-contained English classroom. ESL services for English support are offered by an ESL-endorsed teacher. Urdu support can be provided if needed. This program is only offered at the D45 Early Childhood Center.
Transitional Program of Instruction: Students in TPI program are offered a self-contained English classroom. ESL services for English support are offered by an ESL-endorsed teacher.
Spanish I– Grade 8 students have the opportunity to begin learning Spanish as a foreign language during this interactive, exploratory course.
Heritage Spanish– Grade 8 students who speak Spanish in their homes are offered Heritage Spanish instead of Spanish I. Heritage Spanish includes opportunities for Latino students to engage in rich discussions of their cultural identity through exploration of literature, history, music, art, and food across the Spanish-speaking world.
Who are English Learners (ELs)?
English learners are multilingual students who enter school speaking English and one or more home languages. These students receive instructional support in developing the academic language skills needed for school success. In D45, we value the rich cultural and linguistic strengths of our English learners.
How many EL students are there in District 45?
English learners make up 28% of our population in District 45. We have approximately 900 students identified as ELs in our multilingual programs. 75% of our English learners have Spanish as their home language.
How are students identified for the Multilingual Programs?
When families register their child for school, completion of a Home Language Survey is included. If another language is spoken in the home and/or spoken by the child, all Illinois school districts are required by the State to screen students for English language proficiency. The screener measures the student’s ability to listen, speak, read and write in the English language. Students whose scores qualify them are invited to participate in one of our multilingual programs.
How long does it take to learn another language?
The most comprehensive research on language learning has been completed by Wayne Thomas & Virginia Collier, professors emeritus at George Mason University. Thomas & Collier studied the language acquisition of 7.5 million English learners over 32 years and across sixteen states. In their findings, Thomas & Collier found that the most significant variable in how long it takes to learn English is the amount of formal schooling students have received in their first language. They found that it typically takes between 5-9 years to learn another language academically (Thomas & Collier, 1997). It takes five years or less for students with a solid foundation in their first language and up to nine years or more for students whose foundational language development was inconsistent.
Our full-time transitional bilingual education (TBE) program in District 45, although transitional after 4th grade, has a content allocation plan to help K-3rd bilingual teachers know how to balance English and Spanish instruction. It provides consistency between bilingual programs across the district and supports students in learning both of their languages.
Students in the EL program, part-time TBE and TPI (transitional program of instruction) students, receive support in their English development, with support gradually released as the child acquires English and attains higher levels of English proficiency. Every child is different, and regardless of the type of multilingual program, some students take less than 5 years to acquire English and others take longer.
How do we know if our ELs are making progress in the English language?
All English learners in Illinois public schools, grades K-12, must be assessed annually for growth in English proficiency and academic progress. Every year, the WIDA ACCESS exam is used to assess English language proficiency, while the Illinois Assessment of Readiness (IAR) exam is used to assess academic achievement in English.
As a district, we also use local measures to monitor the academic progress of all learners. EL teachers, bilingual teachers, and general education teachers work collaboratively to ensure that English learners show growth in English.
How can parents help their children learn?
Students who can speak, read and write in their home language will learn English more quickly. You don’t need to teach reading twice. The home language skills transfer. A solid foundation in the home language will help children to learn a new language because they transfer what they know.
Parents can help by:
State
District
Current leadership members by school
WIDA
ESL Online Resources
Spanish online resources