A r c h i v e d I n f o r m a t i o n
K-3 Instruction for Students with Limited Proficiency in English
if language-minority children arrive at school with no proficiency in English but speaking a language for which there are instructional guides, learning materials, and locally available proficient teachers, then these children should be taught how to read in their native language while acquiring oral proficiency in English and subsequently taught to extend their skills to reading in English
if language-minority children arrive at school with no proficiency in English but speak a language for which the above conditions cannot be met and for which there are insufficient numbers of children to justify the development of the local capacity to meet such conditions, the initial instructional priority should be developing the children's oral proficiency in English.