Dr. Rubi Ortiz
Curriculum Director
PH: 630-766-5940 ext. 1105 
FX: 630-766-6099
Email: rortiz@bsd2.org

EL students are taught in English and native language according to state requirements based on the number of students that speak the language at each school.

Transitional Bilingual Education (TBE)

This is a state-mandated program for a school with 20 or more EL students of the same language background. (Pre-Kindergarten is counted separately from Grades K-5.) TBE programs require native-language instruction in core subjects, as well as English as a Second Language (ESL) instruction with the goal of developing English.

Transitional Program of Instruction (TPI)

This is a state-mandated program for a school with 19 or less EL students of the same language background. Some native-language may be used in instruction. ESL is the primary instructional methodology. TPI students receive instructional support through an ESL-certified teacher. Literacy-based instruction aligns with classroom content with a focus on developing English language proficiency.

Pre-Kindergarten

TPI students in Pre-K classrooms receive instructional support through the ESL-endorsed classroom teacher. Literacy-based instruction aligns with classroom content with a focus on developing English language proficiency. 

TBE students in Pre-K classrooms receive instructional support through the bilingual-endorsed classroom teacher. The District’s core curriculum is taught using a simultaneous bi-literacy approach. Building on the strengths of two languages supports students’ bilingualism.  

Grades K-8

A Spanish-speaking student at beginning levels of English proficiency may be placed in a dual language or a TBE classroom depending on the grade level. TBE students will receive sheltered instruction in their native language as they transition to English.

EL students with more secure levels of English proficiency, or students who speak languages other than Spanish, will be placed in a general education classroom and will receive ESL services through an EL-certified teacher. 

The general education classroom teacher and EL specialist teacher are instructional partners that collaborate and plan instruction for EL students. This shared planning ensures the success of English learners both academically and in acquiring the English language. Shared ownership and responsibility of all staff working with the EL student is a key predictor of student success.

Parents/guardians may refuse EL program support if their child is eligible for services by putting their request into writing. The letter needs to include their request to refuse the recommended EL services for their child/children, the date of the request and their signature. They must also discuss this request with an administrator. However, this parental statement does not relinquish the District from its obligation to provide a meaningful education to the student and to continue to annually assess the student’s language proficiency with the ACCESS for ELs. Parents may revoke their refusal of services at any time by writing a letter to request services to be reinstated. 

Program Mission

The mission of Bensenville District 2’s Dual-Language Program is to establish an environment that values multiculturalism and multilingualism, allowing students to excel in a global society.

What is Dual Language?

Dual language is a form of bilingual education in which students are taught literacy and content in two languages. Dual-language programs foster multiculturalism, multilingualism, and high levels of academic achievement through instruction in two languages.

Why Dual Language?

Within dual-language education, students develop high levels of multiculturalism, multilingualism, academic, and cross-cultural competencies through instruction in two languages. The effectiveness of dual language education has been well documented within and outside the United States over the years. For example:

• Dual-language programs are the only programs that assist students to fully reach and maintain high levels of achievement in both their first and second languages in all subjects through the end of schooling (Thomas & Collier, 2002).
   
• English learners enrolled in dual-language programs outperform English learners not enrolled in these programs in state assessments, as well as norm-referenced tests (Thomas & Collier, 2017).

Curriculum and Instruction

District 2’s Dual-Language Program follows the same curriculum as its general education classrooms, and also embeds appropriate differentiation for students at various levels of learning. All curriculum aligns to the Illinois Learning Standards and combines foundational skills in all content areas.

The District’s Dual-Language Program follows a 50:50 language allocation model of instruction. Students receive instruction in both English Language Arts and Spanish Language Arts on a daily basis. Additional content areas have specific language allocations in order to meet the 50:50 model.

BSD2 Dual Language Allocation for Grades K-3 (2024-2025)

• Spanish Literacy: Spanish
• English Literacy: English
• Math:
  • Grades K-1: Spanish
  • Grade 2: Spanish (bridge to English)
  • Grade 3: English (bridge to Spanish)
• Science: Spanish
• Social Science: English
• Specials: English
• Purposeful Play: English/Spanish
• Morning Meeting: Spanish/English - intentional based on Science/Social Science

School districts that have  multilingual education programs must establish Bilingual Parent Advisory Committees (BPAC). 

BPAC is composed of parents/guardians of students participating in the District’s Multilingual Education Program and interested members of the community. Two-thirds of the participants of the BPAC must be parents of students in the District’s Multilingual Education Program. All parents/guardians of students in the District’s Multilingual Education Program are invited to become members of the BPAC.

BPAC meets a minimum of four times a year, and participates in the planning, operation, and evaluation of the District’s Multilingual Education Program. BPAC also offers opportunities for parents/guardians to learn how they can become involved in their children’s education.

The purpose of the Bensenville School District 2 Bilingual Parent Advisory Committee is:

• To maintain communication between the District and parents/guardians of students in its Multilingual Education Program. 
• To provide parents/guardians of students in the District’s Multilingual Education Program opportunities to learn about and comment on the program;
• To inform parents/guardians about the goals and benefits of bilingualism, biliteracy education, and English as a Second Language (ESL); 
• To identify themes of interest to parents/guardians; and 
• To review the annual Multilingual Service Plan

The Illinois State Board of Education mandates that districts inform parents of their child’s progress in acquiring English. The ELD report for parents provides parents with information regarding their child’s English language development. It is formatted to be similar to the WIDA “Can-Do” descriptors. The ELD Report is sent home to parents of EL students along with the report card. The English Language Development Report is not a report card but a separate English language proficiency report.

• English Language Development Standards, K12
• Early English Language Development Standards, Ages 2.5-5.5
• Spanish Language Development Standards (English)
• Spanish Language Development Standards (Spanish)