Official Site of The State of New Jersey

There are two primary models implemented in NJ, push-in and pull-out. Regardless of the model selected, ESL provides systematic, explicit, and sustained standards-based and language focused instruction. LEAs should determine what is the most appropriate ESL program design for the multilingual learners they are serving based on the student’s ELP level, social-emotional learning style, instructional preference, and other student-level factors.

In either model, ESL teachers may work one-on-one, in small groups, or with a whole class of multilingual learners. Both models meet the one class period daily requirement.

Push-In

In a push-in model, students receive daily ESL during a designated time from an ESL teacher within the classroom setting. This may occur during “centers”, where activities are simultaneously occurring in specific areas around the classroom.

In a push-in model, the ESL teacher typically will come into the classroom to work with the student on language objectives based on the content. For instance, a reading specialist may push-in to English language arts. The content area teacher does not need to create lesson plans based on the ESL curriculum. However, the ESL teacher should align lesson plans and language objectives with the content curriculum and the content area teacher should have the skill to understand the ELD level (e.g., Can Do Descriptors) of each student and how ELD levels impact the learning of content area practices, concepts, skills, and language use. The Can Do Descriptors are a valuable tool to share with early service teachers and educators of technical content areas, specials, and enrichment classes.

Note: Push-in models can leverage the classroom to support co-teaching where both language and content teachers systematically collaborate to plan for all students in a classroom.

Pull-out

In a pull-out model, students receive daily ESL during a designated time from an ESL teacher in a setting outside the general education classroom. For instance, an ESL teacher may provide pull-out services by grade level, across ELP levels, by language, or across a mix of languages to a group of multilingual learners. In a pull-out model, ESL teachers must still align their lesson plan to the NJSLS-based curriculum. In this type of instruction, there is less opportunity for the content area teacher to collaborate and make connections between content and language objectives.

ESL in DLI

ESL is a required component of all DLI programs designed to meet the LIEP requirements for multilingual learners. ESL does not have to be a separate class period, but it does have to be an intentional component of instruction. ESL may be integrated as part of the English language instruction component; the WIDA ELD standards must be integrated into the curriculum. ESL as a separate class period can be considered to meet the needs of Newcomers and those who have been identified as needing additional English language support. The instructional delivery may be designed so the:

• ESL teacher instructs the entire class during an “English world” period using differentiated techniques.
• ESL teacher and content area teacher co-teach delivering instruction to all students daily.
• ESL teacher works with a small group of multilingual learners (e.g., similar to push-in).

Note: It is particularly important the ESL and content teachers in a DLI program engage in on-going, collaborative, co-planning, co-teaching, and shared goal setting for all students.

Multilingual learners must have at least one period daily of ESL in grades K-8.

See Graduation Pathways for Multilingual Learners.

The purpose of World Languages is to provide students with the essential language skills and cultural understandings in languages other than English. LEAs are required to ensure multilingual learners meet the World Language standards.

For additional information on how to meet the world language standard, email worldlang@doe.nj.gov.

Q. Can my LEA provide ESL online (e.g., remote or virtual)?
A. At this time, LEAs may not offer ESL online. All schools are open for instruction in-person. Multilingual learners must also receive the required ESL instruction in-person. An LEA should include a plan for continuity of instruction of ESL as part of the LEA’s annual plan submission for Chapter27 Emergency Virtual or Remote Instruction Programs.

Q. Is a dedicated period of ESL required for each of the ELP levels?
A. No. Within a group, multilingual learners can span ELP levels, if the grouping does not inhibit linguistically appropriate instruction.

Q. Does push-in ESL count as a daily period of ESL?
A. Yes. A certified ESL teacher can push-in and design the ESL course based on the student’s needs (e.g., ELP levels) and aligned to the content area the teacher is pushing into.

Q. Can a certified ESL teacher push-in to a bilingual ELA class (e.g., ELA delivered in Spanish or Chinese by a certified bilingual teacher)?
A. Yes.

Q. Are multilingual learners in grades K-8 receiving ELA bilingual services (e.g., ELA in a primary language) required to take a World Language?
A. All students must meet or exceed the NJSLS for World Language. Instruction on the standards may occur in courses other than a "world language class" such as in a bilingual program or an ESL class. For example, any content area in a student’s primary language may meet or exceed the NJSLS for World Languages. Alternatively, an English Language Arts course that integrates NJSLS - world languages for their current grade level, could be used to fulfill the world languages requirement.

Q.Are multilingual learners taking ESL required to take world language in grades K-8?
A. Multilingual Learners can meet the NJSLS for world languages in the following ways:

• • Continue to grow their proficiency in their primary language in a course that is appropriate for their primary language proficiency.
  • Acquire a world language beyond their primary language.
  • In LIEPs where students are receiving a daily ESL class based on a student’s English language proficiency, this class may be used to fulfill the world languages requirement if it integrates the NJSLS - world languagesfor their current grade level. If learning English for the first time in grade 6-8, the ESL class would have to integrate the Novice Mid NJSLS - world languages. If a multilingual learner has already begun learning English when they enter grade 6-8, the ESL class would have to integrate the Novice High NJSLS - world languages.

Q. Are multilingual learners taking ESL required to take world language in grades 9-12?
A. All students must meet or exceed the NJSLS for World Language. Multilingual Learners can meet the five-credit world language requirements for graduation in the following ways:

• • Demonstrate a Novice High proficiency in all modes of communication in their primary language on an approved assessment (N.J.A.C. 6A:8-5.1(a)2ii(2)).
  • Continue to grow their proficiency in their primary language in a course that is appropriate for their primary language proficiency.
  • Acquire a world language beyond their primary language.
  • In LIEPs where students are receiving a daily ESL class based on a student’s English language proficiency, this class may be used to fulfill the world languages graduation requirement if it integrates the NJSLS - world languages for their current grade level. If learning English for the first time in high school, the ESL class would have to integrate the Novice High NJSLS - world languages. If a multilingual learner has already begun learning English, the ESL class would have to integrate the NJSLS - world languages that is appropriate for their English proficiency level (ACTFLIntermediate Low proficiency or above).

Note: Students in high school may apply credits earned in an ESL course to the required World Language credit (See Graduation Pathways for Multilingual Learners).