• MULTI-LINGUAL LEARNERS

  • Program/Content Area:

    K-12 English language Development (ELD)

  • Vision and Description

    We believe in inclusive instructional approaches and collaborative teaching in serving Emergent Bilingual/ Multilingual learners so that èßäÊÓƵ have greater opportunities throughout their instructional day which ultimately promotes academic language and literacy development.

  • Population Served

    ELD services are provided for 4,125 èßäÊÓƵ or 9% of the PPS student body.

  • Kids sitting at table with parent

  • Locations Served

    English Language Development services are provided to K-12 èßäÊÓƵ who are flagged to be screened to determine whether they should be screened based on the Oregon Language Use Survey. Students are screened on English language proficiency in reading, writing, speaking, and listening. If they qualify for services, they are provided language development services at all PPS sites where multilingual learners attend.

  • Goals

    • Provide educators with guidance, professional development, and instructional resources needed to support èßäÊÓƵ’ development of English language proficiency.
    • Support classroom teachers and other educators in scaffolding instruction to ensure èßäÊÓƵ have access to culturally responsive, grade level standards aligned instruction.

  • Key Instructional Resources

    Wit & Wisdom (K-5), Benchmark Advance (K-5/SDLI), HMH (6-12), Vista Higher Learning- Get Ready! (1-12), Benchmark Hello (2-5), Benchmark Advancing Language Learning(1-5/SDLI).

  • Multilingual Learners and the PPS/Dual Language Immersion (DLI) Program

    The goals of the Dual Language Program in èßäÊÓƵ are to ensure bilingualism and biliteracy, grade-level academic achievement, and social-cultural competency for every student we serve, particularly for our èßäÊÓƵ of color and Emergent Bilinguals.

    Dual Language programs prioritize closing the opportunity gap for historically underserved èßäÊÓƵ.

    To this end, DL provides multiple pathways and entry points for èßäÊÓƵ to become bilingual and biliterate with a variety of programs offered to support the diversity of levels of proficiency in the partner languages. Students who participate in these programs and reach a high level of academic language proficiency qualify for the Seal of Biliteracy awarded by the State of Oregon.

    PPS offers Dual Language Immersion (DLI) programs in five languages:

    • Chinese
    • Japanese
    • Russian
    • Spanish
    • Vietnamese

    Learn more about DLI Program Locations
  • Students at presentation

  • 90:10 Model

    Spanish and Russian

    Dual Language Immersion is an educational program that teaches all core subjects in two languages using district-adopted curriculum. When teaching in the partner language, only that language is used. Teaching is done in a comprehensible way so that èßäÊÓƵ with limited proficiency in a language are able to understand the teacher through gestures, body language, and effective strategies while èßäÊÓƵ gain proficiency in the language. The amount of time spent in each language (English and the partner language) depends on the grade level, language and specific program.

    In a 90:10 model,

    Kindergarteners spend 90% of the day learning in the partner language and 10% of the day learning in English. By 4th grade, èßäÊÓƵ spend half the day in the partner language and half the day in English.

    In middle èßäÊÓƵs, èßäÊÓƵ continue their studies with Social Studies and Partner Language Art taught in the partner language. The percentage of partner language instruction decreases to 20% in high èßäÊÓƵ with èßäÊÓƵ taking one DLI elective course.

    The Russian and Spanish programs follow the 90:10 model in èßäÊÓƵ.

  • 50:50 Model

    Chinese, Japanese, Vietnamese

    Dual Language Immersion is an educational program that teaches all core subjects in two languages using district-adopted curriculum. When teaching in the partner language, only that language is used. Teaching is done in a comprehensible way so that èßäÊÓƵ with limited proficiency in a language are able to understand the teacher through gestures, body language, and effective strategies while èßäÊÓƵ gain proficiency in the language. The amount of time spent in each language (English and the partner language) depends on the grade level, language and specific program.

    In a 50:50 model,

    The daily instruction at K-5 level is split into half day in English and half day in the partner language.

    In middle èßäÊÓƵs, èßäÊÓƵ continue their studies with Social Studies and Partner Language Art taught in the partner language. The percentage of partner language instruction decreases to 20% in high èßäÊÓƵ with èßäÊÓƵ taking one DLI elective course.

    The Chinese, Japanese and Vietnamese programs follow the 50:50 model in èßäÊÓƵ.