The TEA Emergent Bilingual Support Division is continuously developing program implementation resources for Local Education Agencies (LEAs) to utilize in providing effective bilingual education and English as a second language (ESL) programs for emergent bilingual students that meet and exceed state requirements.

In Texas, there are six state-approved program models that can be implemented to support emergent bilingual students.

Dual Language Immersion Program Models

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Texas Effective Dual Language Immersion Framework (TxEDLIF) Site

The TxEDLIF site was developed in order to ensure the expansion and effective implementation of Dual Language Immersion (DLI) education throughout the state of Texas.

The TxEDLIF site details the Success Criteria, Rubrics, implementation examples, checklists by role, and much more.

RFS
Roadmap for Success:
Effective use of DLI Tools
Dual Language Immersion One-Way

A bilingual/biliteracy program model in which students identified as emergent bilingual students are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.

Dual Language Immersion Two-Way

A bilingual/biliteracy program model in which students identified as emergent bilingual students are integrated with students proficient in English and are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.

The intent of the K-2 Biliteracy Mapping Resources is to provide planning and instructional support to dual language teachers and educators. The links below will give an overview of the use of the tools.

Transitional Bilingual Program Models

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The resources below were developed to support Transitional Bilingual Program models - both Early Exit and Late Exit.

Review the Rubric before completing the scoring tool to determine next steps which can be broken down by role using the TBE Stakeholder Checklists.

Resources:
RFS
Roadmap for Success:
Effective use of TBE Tools
Transitional Early Exit

A bilingual program model in which students identified as emergent bilingual students are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than two or later than five years after the student enrolls in school.

Transitional Late Exit

A bilingual program model in which students identified as emergent bilingual students are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.

English as a Second Language Program Models

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Texas English as a Second Language Framework (TxESLF) Site

The TxESLF site was developed to provide a structured, systematic approach to language instruction to help local education agencies meet TAC state policy.

The TxESLF site details the Success Criteria, Rubrics, checklists by role, and much more.

RFS
Roadmap for Success:
Effective use of ESL Tools
ESL Content-Based

An English acquisition program that serves students identified as emergent bilingual students through English instruction by a teacher appropriately certified in ESL under TEC, §29.061(c), through English language arts and reading, mathematics, science, and social studies.

ESL Pull-Out

An English acquisition program that serves students identified as emergent bilingual students through English instruction provided by an appropriately certified ESL teacher under the TEC, §29.061(c), through English language arts and reading.