Multilingual Learners

P.S 86 offers two programs for  English Language Learners: 

• Transitional Bilingual Education (TBE): The TBE program provides reading, writing, and other subjects in English and in the students home language.  As students’ English improves, they spend more time learning in English and less time learning in their home language.  Students leave the program when they are no longer identified as English Language Learners.  The goal of this program is to support students in their home language while they fully transition to English-only instruction.

• English as a New Language (ENL): The ENL program used to be called English as a Second Language (ESL).  It provides instruction in English with support in the students’ home language so that they can learn to read, write, and speak English.  Students from many different language backgrounds are taught together, and English may be the only common language among them.  The goal of the program is to provide instruction in English with supports in the students’ home language until they become English proficient. 

Benefits of these programs: 

• Students are able to use their home language to learn English.

• Students learn to appreciate different cultures. 

• Students who speak two or more languages are valuable to future employers. 

As a parent or guardian of an English Language Learner, you have the right to choose which program you want for your child. Once you select the right program for your child, your child must be placed in the program of your choice within ten days of enrollment.

If the program you selected is not available at your child’s current school, you may either:

• Keep your child enrolled at the current school in a different English Language Learner program. If you choose this option, the school will immediately place your child in that program, or
• Transfer your child to a school that offers the program you’re interested in. Your current school will work with the Division of Multilingual Learners on your child's transfer. Until the Transfer is complete, your child will temporarily be placed in an English Language Learner program at the current school.

Helpful Links for English Language Learners

Students who are unable to understand the math and science State tests in English may take versions translated into Chinese (traditional), Haitian Creole, Korean, Russian, or Spanish. When tests are not available in the student's native language, the test may be translated orally to the student. Students who have been in the United States for less than one year are not required to take the New York State English Language Arts test in their grade but must start taking English Language Arts tests after their first year.

• New York State Identification Test for English Language Learners (NYSITELL): New students who speak languages other than English at home take this test.  This test tests students’ English language skills and determines if they are an English language learner and entitled to supports and services to learn English.  Students take this test within the first 10 days of being enrolled in school in N.Y. state.
• New York State English as a Second Language Achievement Test (NYSESLAT): The New York State English as a Second Language Achievement Test is given to all students who are identified as English Language Learners. The purpose of the test is to determine how well they are learning English. All English Language Learners in kindergarten through grade 12 take the New York State English as a Second Language Achievement Test every year.

Students who receive English as a second language assistance take the New York State English as a Second Language Achievement Test to determine how well they are learning English. All students in kindergarten through grade 12 who receive English as a New Language services take the New York State English as a Second Language Achievement Test every year.

Commanding:

• Students function fluently in listening, reading, writing, and speaking
• Students' skills are equal to those of native English speakers at their appropriate grade level
• These students have gained the skills necessary to participate in an English-speaking classroom

Expanding:

• Students are able to use skills at a higher level than intermediate students.
• Although their knowledge and use of English is at a more advanced level, these students make mistakes usually involving more:
  • subtle use of language
  • difficult levels of vocabulary and grammar

Transitioning:

• Students have better English skills than students at the basic level
• However, these students' skills are often not well developed and they make significant errors in the four skill areas

Emerging:

• A student at the Emerging level needs some supports and structures to improve their academic language skills

Entering:

• Students are at the beginning level in the four skill areas
• These students’ English skills are minimal