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Department of Multilingual Education
Our Mission is to inspire, support, and motivate students by removing cultural, linguistic, and social barriers so that each student receives an exemplary education, achieves academic, linguistic, and social success, and participates in future social, economic, and educational opportunities.
Our Goals
The Department of Multilingual Education will always commit to:
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demonstrating appreciation and providing awareness for diverse LCISD student cultures and languages.
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promoting high academic student success by implementing instructional classroom practices that are founded on standards and research-based sheltered instructional strategies.
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creating integral opportunities for meaningful & healthy partnerships between schools, families, and community in order to nourish the linguistic, academic, and emotional needs of English learners.
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offering collaborative opportunities for LCISD educators to develop student-focused goal-setting, problem-solving, and critical-thinking skills.
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cultivating inclusive learning experiences designed to value multilingual and diverse cultures within LCISD campuses.
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ensuring linguistic equity and providing students with access to culturally relevant resources and educational experiences.
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promoting mastery of the English language in listening, speaking, reading, and writing through the utilization of content and language support in order to become English Proficient and/or achieve the Seal of Biliteracy.
Programs and Resources
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Bilingual Education Program
Developing language, literacy, and academics in Spanish and English.
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English as a Second Language (ESL) Program
Building English language skills while mastering academic content.
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World Languages
Developing biliteracy in Spanish, French, and ASL.
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Summer School Programming
Prekindergarten and Kindergarten Emergent Bilingual Summer School Program
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Family & Community Resources
Services and programs that support families and communities.
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Title III Resources
Title III is a federal program that helps English learners and immigrant students become proficient in English and meet academic standards.
Multilingual Education Resources
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Texas Law Governing Language Programs
Texas law mandates that all students identified as Emergent Bilingual (EB)—formerly referred to as English Language Learners—must be provided with a full opportunity to participate in bilingual and English as a Second Language (ESL) programs.
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Content Based Language Instruction (CBLI)
The Content-Based Language Instruction Site is designed for all educators of emergent bilingual (EB) students. It provides practical, research-validated practices that are essential for effective language program services.
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Supporting Emergent Bilingual Students in Texas
Texas is committed to ensuring that Emergent Bilingual (EB) students—formerly known as English Learners—receive equitable access to high-quality instruction and support.
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TELPAS Testing
The Texas English Language Proficiency Assessment System (TELPAS) is a statewide assessment designed to measure the annual progress of Emergent Bilingual (EB) students in acquiring English language proficiency.
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Parental Rights
In Texas, parents are recognized as key partners in their children's education and are granted a broad set of rights under the Texas Education Code.
Lamar CISD Language Program Frequently Asked Questions
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An Emergent Bilingual (EB) student is a student who is in the process of acquiring English and has another language as the primary language. The term emergent bilingual student replaced the term English learner in the Texas Education Code 29, Subchapter B after the September 1, 2021, update.
Why is the term used instead of English Learner (EL) or English Language Learner (ELL)?
- It's a positive term that emphasizes that both languages are valuable.
- It's an asset-based term that focuses on the potential for bilingualism.
- It encourages schools to celebrate linguistic diversity.
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Identification
- Parents fill out a Home Language Survey (HLS) when a child is first registered for a Texas public school.
- If parents put a language other than English, the child is scheduled to test their English level.
- The child's English levels are tested using the LAS Links Battery of language proficiency assessments.
- Pre-K - 1st Grade are tested on Speaking and Listening
- 2nd - 12th Grades are tested on Speaking, Listening, Reading, and Writing
- Based on the child's score, the Language Proficiency Assessment Committee (LPAC) will classify your child as English proficient or as an emergent bilingual student.
- The LPAC will recommend a bilingual education program (bilingual or ESL) and get approval from the parent.
Reclassification
In order for a student to be reclassified, or be considered English proficient, they will need to take and pass the required tests based on their grade level.
Texas English Learner Proficiency Assessment System (TELPAS)
Tests the student’s English language proficiency for Kindergarten through 12th grade.
State of Texas Assessments of Academic Readiness (STAAR)
Tests the student’s academic knowledge of English for 3rd through 8th grade.
End of Course (EOC)
Tests the student’s academic knowledge of English for 9th and 10th grade.
Iowa Assessments, Form F
Tests students showing high levels of English proficiency in the area of English academic achievement in grades 1-2 and 11-12.
A student may only be reclassified as English proficient
- at the end of the school year,
- based on the LPAC’s recommendation when STAAR, EOC, and TELPAS data are reviewed, and
- it is determined if that the student has met the state’s criteria for reclassification as English proficient.
Parental approval of program exit is required in order for a student to exit program services.
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Elementary
- Dual Language One-Way: Emergent bilingual students receive instruction in literacy and academic content in their partner language as well as English from teachers certified in bilingual/ESL education. At least 50% of the instruction is delivered in the students’ primary language for the duration of the program.
- ESL Content-Based: Emergent bilingual students receive all content area instruction (English language arts and reading, mathematics, science, and social studies) by ESL certified teachers. Delivery of content includes CBLI practices.
Secondary
- ESL Pull-Out: Emergent bilingual students receive their English language arts and reading instruction from an ESL certified teacher. All content areas will include CBLI practices.
TEA Description of the Emergent Bilingual Identification Process
English
Spanish
Contact Us
Dr. Rosemary Anthony
Director, Department of Multilingual Education
Esmeralda Briones
Administrative Assistant to Bilingual/ESL Director
Cynthia Principe
Bilingual Facilitator
Elisabeth Howell
World Languages Facilitator
John Davin
Secondary ESL Facilitator
Adrian Rocha
Elementary ESL Facilitator
Amanda Moreno
Emengent BIlingual Compliance Facilitator
Kyndra Gurbach
Emergent Bilingual Compliance Facilitator
Susana Benitez
Bilingual/ESL Professional Development Specialist
The Department of Multilingual Education
3911 Avenue I
Rosenberg, TX 77471
832-223-0439