In addition to each lesson’s content objective, teachers of emergent bilingual students create, document, and display a measurable language objective that complements the content objective and supports equal access to the curriculum.

The teachers of emergent bilingual students prioritize a language objective for the lesson that is most needed for participation in the grade level content, even when multiple language skills and functions may be addressed in a lesson.

Teachers of emergent bilingual students create, document, display, explain, and review the lesson’s language objective that coincides with comprehensible input methods within the lesson delivery to provide a full scope of content based language instruction in the content area curriculum.

ESL and content area teachers coordinate to target purposeful language objectives that are based on the needs of emergent bilingual students and the specific content material.

(Coleman & Goldenberg, 2010; Duguay, 2012)

District-wide lesson planning tools and templates are provided that incorporate language objectives alongside content objectives.

Campus leadership district-wide

• Is provided with explicit training and resources on supporting the integration of ELPS across all content areas and
• Monitors the implementation of consistent, targeted, and intentional use of language objectives that provide task-based evidence of student progress.

(Goldenberg, 2013)

The affective needs of emergent bilingual students are addressed through instruction in English that:

• Uses second language acquisition methods to incorporate
  • Introduction to the school environment;
  • Students’ primary languages and learning experiences, and
  • Aspects of the students’ backgrounds, and
• Instills confidence, self-assurance, and a positive identity with their heritage.

With the direct support and encouragement of campus-based leadership, teachers of emergent bilingual students

• Actively seek to learn about their students’ background, language, and community;
• Provide a low-risk and safe learning environment;
• Provide opportunities for emergent bilingual students to make connections to content material in linguistically sustaining ways; and
• Strategically use emergent bilingual students' background knowledge to respect and value their experiences and customs, such as encouraging students to use their primary language as needed.

(Markos & Himmel, 2016; Collier & Thomas, 2009)

District-based leadership supports an additive language learning environment with linguistically consistent teaching by recruiting teachers who represent the background of the emergent bilingual students and/or provide well-trained and motivated teachers with knowledge of the backgrounds of the emergent bilingual students.

Furthermore, a comprehensive professional development plan on how to link students' backgrounds to instructional activities is embedded and executed from the district’s overall professional development comprehensive plan.

(Téllez & Waxman, 2006)

The linguistic and cognitive needs of emergent bilingual students are addressed through instruction in academic content areas that:

• Utilizes second language acquisition methods, and
• Is structured to ensure emergent bilingual students
  • Master the TEKS and higher-order thinking skills and
  • Develop proficiency in all language domains.

Campus-based leadership involve ESL and content-area teachers in the development of campus-wide curriculum and instruction practices for emergent bilingual students that:

• Target and monitor the implementation of rigorous, quality content material;
• Include the use of higher order thinking skills;
• Focus strategically on academic English language development; and
• Emphasize that support for emergent bilingual students goes beyond general effective teaching practices; and involve explicit language focus in the overall content based language instruction approach.

(Hansen-Thomas, 2008; Moughamian, Rivera, & Francis, 2009)

District-wide systems are planned and monitored that measure the academic English language acquisition progress of emergent bilingual students, including higher-order thinking skills.
District-based leadership consistently

• Analyzes emergent bilingual students' academic English language acquisition data and
• Provides professional development support to teachers and campus-based leaders to address areas where progress is needed.

The ELPS are used to provide opportunities for emergent bilingual students to develop social and academic English proficiency in listening, speaking, reading, and writing as well as the use of learning strategies, while gradually increasing the linguistic complexity of receptive and expressive English.

Teachers of emergent bilingual students

• Focus on developing both receptive and expressive language skills,
• Utilize a mixture of explicit instruction and opportunities for authentic generation of ideas for meaningful communication, and
• Incorporate grammar in a contextual over prescriptive manner.

Campus-based leadership

• Constructs and monitors campus-wide initiatives that highlight the targeted and strategic development of academic language and
• Recognize the specific needs of long-term emergent bilingual students who may have plateaued at advanced English language proficiency levels and the contrast of the linguistic needs of newcomer emergent bilingual students.

(Coleman & Goldenberg, 2010; Lindahl & Watkins, 2014; Duguay, 2012; Hansen-Thomas, 2008; U.S. Department of Education, 2012)

A district-wide vision for effective practices for emergent bilingual students

• Is explicitly developed and communicated in order to inform classroom practices,
• Sets a clearly focused plan that commits to high expectations in academic language development of emergent bilingual students, and
• Involves the district’s highly invested leadership who consistently monitors the implementation of this plan as demonstrated by emergent bilingual students' language growth outcomes

(Coleman & Goldenberg, 2010)

Teachers of emergent bilingual students

• Plan for and deliver instruction that is commensurate to their students’ current linguistic needs by accommodating their instruction, pacing, and materials; and
• Provide instruction that is particularly for emergent bilingual students at beginning or intermediate levels in English, provide instruction that supports second language acquisition that is focused (explicitly addresses English vocabulary, grammar, syntax, and mechanics), targeted (formally or informally assessed), and systematic (monitored for growth).

Campus-based leadership

• Specifies methods and resources for accommodating instruction, pacing, and materials for emergent bilingual students;
• Outlines campus-wide norms for integration of focused, targeted, and systematic second language instruction particularly for emergent bilingual students at beginning or intermediate levels in English; and
• Monitors the implementation of these methods.

(Hansen-Thomas, 2008)

District-based leadership

• Provided with extensive, ongoing, job-embedded training on appropriate methods for linguistically accommodating instruction, pacing, and materials commensurate to students’ needs, and
• Is trained on practical tools that can be used to monitor, coach, and support teachers on differentiated instruction by proficiency level.