Skip to main content
California Department of Education Logo

ELR Principle Two

English Learner Roadmap Elements and Examples for Intellectual Quality of Instruction and Meaningful Access.

CA EL Roadmap Home | Policy and Printed Document | Learning Foundations | Principles Overview | Principle One | Principle Two | Principle Three | Principle Four | Characteristics of Examples | Illustrative Case Examples | From Principles to Priorities | Resources | Communications and Updates | Archives

English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency. These experiences integrate language development, literacy, and content learning as well as provide access for comprehension and participation through native language instruction and scaffolding. English learners have meaningful access to a full standards-based and relevant curriculum and the opportunity to develop proficiency in English and other languages.

Principle Two Elements

Each principle is broken down into its corresponding elements of Principle Two.

Element 2.A: Integrated and Designated English Language Development (ELD)

Language development occurs in and through subject matter learning and is integrated across the curriculum, including integrated ELD and designated ELD (per the English Language Arts (ELA)/ ELD Framework).

Element 2.B: Intellectually Rich, Standards-based Curriculum

Students are provided a rigorous, intellectually rich, standards-based curriculum with instructional scaffolding that increases comprehension and participation and develops student autonomy and mastery.

Element 2.C: High Expectations

Teaching and learning emphasize engagement, interaction, discourse, inquiry, and critical thinking with the same high expectations for English learners as for all students in each of the content areas.

Element 2.D: Access to the Full Curriculum

English learners are provided access to the full curriculum along with the provision of appropriate English learner (EL) supports and services.

Element 2.E: Use of Students' Home Languages

Students’ home language is understood as a means to access subject matter content, as a foundation for developing English, and, where possible, is developed to high levels of literacy and proficiency along with English.

Element 2.F: Rigorous Instructional Material

Rigorous instructional materials support high levels of intellectual engagement. Explicit scaffolding enables meaningful participation by English learners at different levels of English language proficiency. Integrated language development, content learning, and opportunities for bilingual/biliterate development are appropriate according to the program model.

Element 2.G: Programmatic Choice

English learners are provided choices of research-based language support/development programs (including options for developing skills in multiple languages) and are enrolled in programs designed to overcome language barriers and provide access to the curriculum.

Illustrative Case Examples: Principle Two

The examples below were submitted by local educational agencies (LEAs) and demonstrate Principle Two and its corresponding elements in action. The illustrative examples will be updated as new submissions become available.

Illustrative Example: Using Actionable Evidence in Math to Improve Student Discourse
This example, from the Garden Grove Unified School District, demonstrates Principle Two, Element 2A, and Principle Three, Elements 3A, 3C, and 3D, in action.

Illustrative Example: District Partnerships to Address the Needs of Long Term English Learners
This example, from the Sanger Unified School District and the Firebaugh-Las Deltas Unified School District, demonstrates Principle Two, Element 2A, and Principle Three, Elements 3A, 3B, 3C, and 3D, in action.

Illustrative Example: Sobrato Early Academic Language Model
This example, from the Sobrato Family Foundation, demonstrates Principle 1, Elements 1A, 1B, 1C, and 1D; Principle Two, Elements 2A, 2B, 2C, 2D, 2E, and 2G; and Principle Four, Element 4A, in action.

Illustrative Case Example Submissions

To submit an example that demonstrates the principle(s) and element(s) in action, use the Self-Reflection Rubric (DOCX) and then complete the EL Roadmap Example Survey External link opens in new window or tab..

Questions:   Language Policy and Leadership Office | | 916-319-0845
Last Reviewed: Friday, September 14, 2018
Recently Posted in English Learners
  • Multilingual FAQ (added 14-Feb-2019)
    Multiligual Education frequently asked questions on instructional approaches and other issues.
  • Preguntas Frecuentes (added 14-Feb-2019)
    Preguntas frecuentes sobre las maneras de instrucción y otros temas del programa de doble inmersión en California.
  • La Educación Multilingüe (added 12-Feb-2019)
    Los recursos en esta página web ofrecen información sobre el desarrollo, implementación, y ubicación de los programas multilingües.
  • Updated Reclassification Guidance (added 18-Jan-2019)
    Letter dated January 18, 2019 regarding updated Reclassification Guidance for 2018-19.