Bilingual Education Program
- The Texas Education Code requires that school districts offer a Bilingual Education program at PK-6 for any language with 20 students or more enrolled at any grade level across the district.
- Texas law requires the teaching of both the student’s native language and English. The state of Texas provides student textbooks in English and Spanish for Spanish-speaking students in a bilingual education program.
- MISD offers a 1-way Dual Language bilingual education program using a modified Gomez & Gomez model for the delivery of instruction. In this model, native Spanish speakers become bilingual, bicultural and bi-literate by learning content instruction in both English (50%) and Spanish (50%).
ESL Program in MISD
Texas law requires that students, who do not receive a bilingual education program, receive an ESL program.
Currently students in grades PK-12 whose native language is not Spanish receive instruction through an ESL program, which does not include native language instruction.
Dual language immersion/one-way is a bi-literacy program model that serves only students identified as limited English proficient. This model provides instruction in both English and Spanish, or another language, and transfers a student to English-only instruction. Instruction is provided to English language learners in an instructional setting where language learning is integrated with content instruction. Academic subjects are taught to all students through both English and the other language. Program exit will occur no earlier than six years or later than seven years after the student enrolls in school. A student who has met exit criteria in accordance with §89.1225(h), (j), and (k) of this title may continue receiving services, but the school district will not receive the bilingual education allotment for that student. The primary goals of a dual language immersion program model are: the development of fluency and literacy in English and another language for all students, with special attention given to English language learners participating in the program; (B) the integration of English speakers and English language learners for academic instruction, in accordance with the program design and model selected by the school district board of trustees; and (C) the promotion of bilingualism, bi-literacy, cross-cultural awareness, and high academic achievement.
Source: The provisions of this §89.1210 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective March 5, 1999, 24 TexReg 1383; amended to be effective April 18, 2002, 27 TexReg 3107; amended to be effective May 28, 2012, 37 TexReg 3822.
Mansfield ISD is committed to providing a quality Dual Language Program where students develop a high level of academic and linguistic proficiency in two languages by participating in a rigorous academic program that enhances the development of bilingualism, biculturalism, and bi-literacy so that students will graduate ready for college, career, and life in a globally competitive economy.
Instructional Program Models
- One-Way Dual Language Model: Pre-K through 6th Grade
- Two-Way Dual Language Model: Pre-K through 6th Grade
Advantages of a Dual Language Program
- Students in dual language programs do as well or better than students learning only in English on standardized tests given in English.
- Learning a language positively impacts the structure and cognitive functions of the brain. This in turn can lead to respect of multiple cultural heritages and languages that build friendships that cross class language boundaries.
- Increases the marketable skills in a global society.
- Dual language is the only program for ELLs that definitively closes the achievement gap.
Mission and Vision
To prepare Newcomer students for future career and academic success by providing an individually focused program for literacy and math that closes the gap in their educational background in a safe and nurturing environment.
- Rogene Worley Middle School (Grades 7 - 8)
Content Area Resources and Strategies
Texas law requires that each school district or charter school which has an enrollment of 20 or more Limited English Proficient (LEP)/ELL students of the same language classification in the same grade level district-wide shall offer a Bilingual Education Program for students in grades Pre-K through 5. All LEP students for whom a district is not required to offer a bilingual education program shall be provided an ESL program, regardless of the students’ grade levels and home language, and regardless of the number of students. The Commissioner’s Rules concerning the State Plan for Educating Limited English Proficient Students state that all school districts that are required to provide a Bilingual Education/ ESL program establish and operate an LPAC committee.
The district shall provide for ongoing coordination between the English as a Second Language program and the regular educational program. The English as a second language program shall address the affective, linguistic, and cognitive needs of limited English proficient students as follows.
19 TAC, Chapter 89, Subchapter BB, 89.1210, Program Content and Design section (e).
Secondary ESL Program
The goal of the MISD ELL Department is to provide a program for ELL secondary students focused on reaching high academic achievement, maintaining bilingualism, increasing academic knowledge, and preparing students with the necessary tools to be successful at the high school level. Comprehensive and challenging instruction drives our ESL program and the academic achievement of our ELLs. Therefore, the focus of ESL instruction is to create a rigorous, hands-on, learning environment that reflects best practices, socializing intelligence, accountable talk, cooperative learning, critical thinking, and increases high level analytical tasks.
Although not a requirement, it is recommended that teachers who are ESL certified teach Language Arts classes. For the English Language Arts requirement, ELL students who are at the Beginning (B), Intermediate (I), Advanced (A) or Advanced High (AH) level of English should be assigned into English classes appropriate for their level of English. ESL courses with combined levels of English proficiency may be formed in schools where there are small numbers of ELLs. In these cases, it is imperative class size remain as low as possible, with a recommended cap of 10, to ensure quality interaction with the teacher and maximum time for language development.
Students may take an ESL Reading course in addition to their English requirements. Reading courses may be taught by Reading or ESL certified teachers. Reading courses offered vary by campus.
ELL students, particularly those who are recent arrival immigrants, should be assigned to elective courses that involve auditory and visual modes of learning such as Art, Music, Spanish for Native Spanish Speakers (if appropriate), or a variety of computer-based courses. Although ESL endorsement is not required for elective subject teachers teaching ELLs, training on second language strategies is highly encouraged.