The goal of English as a second language (ESL) instruction in Massachusetts public schools is to advance English Learners' (ELs) language development towards English language proficiency and promote their academic achievement. English language proficiency includes knowledge and ability to use social and academic language across modes of communication (listening, reading, viewing, writing, speaking, and representing, WIDA 2020). To support this goal, ESL instruction provides systematic, explicit, and sustained language instruction, and prepares students for grade level content by focusing on academic language while also attending to social instructional language. Effective ESL instruction supports student success in school, including mastering WIDA English Language Development Standards as demonstrated by improvement in ACCESS for ELLs scores, meeting established language proficiency benchmarks, and acceleration of academic achievement. It also supports long-term goals such as college and career readiness. ESL instruction is a required component of all English Learner Education programs in Massachusetts (Sheltered English Immersion, Transitional Bilingual Education, and One- and Two-Way Immersion).
ESL instruction is asset-based and responsive to students, using their previous experiences, background, languages, cultures to support learning and attend to their specific needs. In practice this means ESL instruction is tailored to the unique needs of newcomers, students with limited or interrupted formal education, English learners with disabilities, long-term English learners and gifted and talented English learners to ensure language instruction is provided in contextualized, intellectually rich, and meaningful ways.
ESL instruction follows its own curriculum, in alignment with Massachusetts content area Curriculum Frameworks and WIDA English Language Development Standards Framework. This ESL curriculum supports students' deep learning and application of language learning to real world contexts in and outside school. Both ESL curriculum and instruction are planned yet also incorporate scaffolding, just in time instructional moves, and formative assessment to tailor and adjust instruction according to student needs.
ESL is taught by ESL-licensed educators who focus on the academic language, common academic habits of thinking and analytical practices (i.e., use evidence to support claims, question evidence, etc.), and standards that support students across all content areas. In this way, ESL instruction is grounded on collaboration with other content area teachers, since English learners' language development occurs throughout the day and is the responsibility of all educators who serve them. Moreover, given that ESL and content area instruction are two required components of all English Learner Education programs in Massachusetts, all teachers of English learners need to develop awareness and implement strategies to support students' language development and academic achievement. In practice this means that ESL and content area teachers collaborate so they can each support English learners in their specific roles to help students develop the language needed to reach high levels of performance in all academic classes and succeed beyond school.
For additional information about how Massachusetts defines ESL instruction, see the full Definition of ESL .
For definitions of frequently used English Second Language (ESL) terminology, see the Next Generation ESL Glossary .
To learn more about underlying ideas guiding the Massachusetts definition of ESL, see the Foundational Understandings Guiding the Next Generation Curriculum and Instructional Support Initiative .
The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. This means ensuring students are college and career ready, prepared for civic life, able to demonstrate skills and abilities necessary to successfully complete credit-bearing college courses, able to participate in certificate or workplace training programs, able to enter economically viable career pathways, and ready to engage as active and responsible citizens in our democracy by the time they finish high school. The Vision for English Learner Education connects these overarching goals to ELs, the assets they bring, and their unique needs. Although the state fares well in overall measures of student success, clear gaps exist for ELs, students of color, and students with disabilities. Disparities in outcomes of English Learners often point to differences in access to opportunities and inequitable educational experiences. Because ESL is a required component of all English Learner Education programs in the state, all English Learners participate in ESL instruction. Thus, ensuring English learners receive high-quality ESL instruction provides a high-leverage point for improving their educational experiences and outcomes.
Last Updated: November 3, 2022
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