Long Descriptions for Chapter One

Figure 1.1. The Essentials of Global Competence

A figure shows a graphic representation of Asia Society’s four domains of global competence, which are reflected in several California resources, including the English Language Arts/English Language Development Framework for California Public Schools. The four domains are:

• Take Action: Students translate their ideas into appropriate action to improve conditions.
• Investigate the World: Students investigate the world beyond their immediate environment.
• Recognize Perspectives: Students recognize their own and others' perspectives.
• Communicate Ideas: Students communicate their ideas effectively with diverse audiences.

Figure 1.2. California’s Multilingual Learners

A figure shows a graphic representation of some of the many subgroups that make up the multilingual learner student population in California:

• Dual language learners are children between ages zero to five who use a language other than English in their home.
• English learners are students in grades transitional kindergarten through grade twelve (TK-12) with a primary language other than English whose English proficiency upon enrolling in school indicates a need for support to access instruction in English and develop English proficiency.
• Initially Fluent English Proficient (IFEP) students are TK-12 students with a primary language other than English who demonstrate proficiency in English upon enrolling in school.
• Reclassified Fluent English Proficient (RFEP) students are TK-12 students who were initially identified as English learners upon enrolling in school, but have since achieved English proficiency.
• Native English Speakers Learning a non-English Language are TK-12 students whol have never been identified as English learners, IFEP, or RFEP, but who are developing proficiency in an additional language.

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