The education of students whose dominant language is not English and/or are English language learners, is the responsibility of every school district/charter school in the Commonwealth. Title 22, Chapter 4, Section 4.26 of the Curriculum Regulations requires that the school district/charter school provide a program for every student who is limited English proficient (LEP) or an English language learner (ELL). The regulation states:

"Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the student's achievement of English proficiency and the academic standards under § 4.12 (relating to academic standards). Programs under this section shall include appropriate bilingual-bicultural or English as a second language (ESL) instruction."

To comply with this requirement, the Bald Eagle Area School District will provide the student with a planned program of English as a second language instruction (ESL) to facilitate the acquisition of English language skills and provide an instructional program appropriate to the student's developmental and instructional level.


Principle #1: Students need to feel good about themselves and their relationships with others in second language situations. (Rigg & Hudelson,1986)

Putting the principle into practice:

  • Foster friendships among ESL students and their peers/teachers.

  • cooperative learning activities

  • peer buddies

  • Use language skills and cultural knowledge of LEP students as resources in the classroom

  • have students make bilingual dictionaries

  • have students provide information on food, music, dance, games, folktales,etc.

  • have students share personal likes and dislikes.

  • Provide non-threatening learning settings.

Principle #2: Comprehension naturally precedes production during the process of second language development. (Krashen & Terrell, 1983)

Putting the principle into practice:

  • Provide comprehensible input within meaningful contexts

  • Give plenty of opportunities to read good literature that is age appropriate and suitable to students’ proficiency level

  • Allow students to show comprehension/competency non-verbally.

  • If possible, use students’ native language as a means to develop necessary concepts

Principle #3: Second language competency develops most quickly when the learner focuses on accomplishing tasks rather than focusing on the language itself. (Rigg & Terrell, 1983)

Putting the principle into practice:

  • Give chances for students to work on group assignments

  • Begin with concrete experiences

  • Focus on purposeful context-related activities

Principle #4: Students can learn to read and write in a second language while they develop their oral skills. (Rigg & Hudelson, 1986)

Putting the principle into practice:

  • Use the language experience approach

  • Provide meaningful writing opportunities

  • Teach note taking skills

  • Make authentic reading resources available

  • Involve students in journal writing

Principle #5: Learners acquire a second language through trial and error; mistakes are part of the natural process. (Rigg & Hudelson, 1986, Krashen & Terrell, 1983)

Putting the principle into practice:

  • Focus on what students communicate rather than on how they communicate

  • Don’t correct students’ mistakes all the time

  • Use students’ errors as an indicator of their progress in developing second language skills

References:Krashen S. & Terrell, Tracy. 1983. The Natural Approach: Language Acquisition in the Classroom. Hayward, CA: Alemany Press.

Rigg, P. & Hudelson, S. 1986. One child doesn’t speak English. Australian Journal of Reading. 9, 3, pp.116-125.

Bald Eagle Area School District Limited English Proficiency Program Policy