Bilingual Education Requirements

For any LEA which has 20 or more students in a single language group, to meet the bilingual education requirements, LEAs may implement one of the following full-time LIEPs:

Bilingual education program; and/or
Dual language immersion (DLI) program.

LEAs who implement a full-time LIEP shall ensure:

The curriculum of the full-time LIEP mirrors the general education curriculum for all New Jersey students.
The content objectives are the same, regardless of the language of instruction being provided for the students.
A literacy block is provided in both languages; the literacy objectives in the world language may differ from those in English given the structure of language in various world languages (e.g., phonemes, morphemes, lexemes, syntax, and context).

Both full-time LIEPs are intended to prepare students with the knowledge and skills to succeed in a global society and lead high school students, if they choose, on a path toward attaining the State Seal of Biliteracy.

Example: LEA-A

Across all schools, LEA A has a total of:

鈽� Spanish speakers – 25
鈽怲wi – 13
鈽� Korean Speakers – 15
鈽怮’eqchi – 4

LEA A must implement a full-time LIEP for the Spanish-speaking students in the LEA.

The full-time LIEP is designed to incorporate a multicultural curriculum which integrates the history and culture of the country, territory, or geographic area that is the native land of the parents and families of the multilingual learners enrolled in the program and the history and culture of the United States. The program is constructed to promote biliteracy and cross-cultural competency to achieve high levels of academic achievement in English and the student’s primary language. Below are the minimum components of full-time LIEPs.

New Jersey Student Learning Standards (NJSLS):

All academic content areas are provided at grade level in the primary language of the multilingual learners enrolled. The curriculum mirrors the general education NJSLS-based curriculum for all New Jersey students.
The NJSLS-based curriculum is connected to the students’ lives and incorporates throughout the curriculum the experiences, perspectives, and accomplishments of persons of diverse racial and cultural backgrounds, ethnicities, and national origins that comprise the American society. It also develops among students a respect for self and others, an appreciation of diversity, and the acquisition of attitudes, skills, and knowledge needed to function effectively with persons of diverse cultures.

English Language Development (ELD):

One daily class of ESL is provided based on the 2020 WIDA K-12 ELD standards for the language of Science, Social Studies, English language arts, and Science in the language competencies of listening, speaking, reading, and writing. Language is taught through academic content instruction, and not for translation.

Teacher Certification:

Requirements shall be fulfilled by one or more teachers.

NJSLS: Instructional Certificate + endorsement in Bilingual/Bicultural.
ELD: Endorsement in ESL.

Program Design Considerations for Bilingual Education Programs

A full-time bilingual program which serves MLs in a single language group may be designed as a transitional bilingual education program (early or late exit) or as a one-way DLI program.()

For the purpose of meeting the requirements in Chapter 15, the DLI program shall be designed as a two-way DLI program and provide daily instruction in English and a minimum of 50 percent of instruction in the primary language of the multilingual learners enrolled in any elementary through high school DLI program (N.J.A.C. 6A:15-1.3).

The program is constructed to promote biliteracy and cross-cultural competency to achieve high levels of academic achievement in English and the student’s primary language. While a bilingual education program enrolls multilingual learners only, a DLI program can enroll multilingual learners only, native English speakers only, and/or both together. For the purpose of meeting the requirements in Chapter 15, dual language immersion programs shall be comprised of at least 50 percent MLs (N.J.A.C. 6A:15-1.4(f)3).

Types of DLI programs

Two-way DLI: This type of program provides instruction to students in two different language groups. Usually, speakers of English and another world language.
This type of program provides instruction to all native English speakers or all multilingual learners. In NJ, a full-time bilingual education program that is implemented with fidelity has many of the characteristics of a one-way DLI program and may be designed as such.

The table below from the Center for Applied Linguistics Practitioner Brief, , illustrates the language allocation for basic dual language program model types. In N.J., an LEA must implement a 50:50 program model, at minimum.

Basic Dual Language Program Model Types

50:50 Program Model

Literacy instruction is provided in the two program languages at all grade levels and for the duration of the program.
Language	K	1	2	3	4	5
Partner Language	50%	50%	50%	50%	50%	50%
English	50%	50%	50%	50%	50%	50%

90:10 or 80:20 Program Model

Initial literacy instruction is provided in the partner language and continues for the duration of the program. Literacy instruction in English is introduces in Grades 2, 3, or 4 and continues alongside the partner language for the duration of the program.

90:10 Model
Language	K	1	2	3	4	5
Partner Language	90%	80%	70%	60%	50%	50%
English	10%	20%	30%	40%	50%	50%

80:20 Model
Language	K	1	2	3	4	5
Partner Language	80%	70%	60%	50%	50%	50%
English	20%	30%	40%	50%	50%	50%

In N.J., a full-time bilingual education program has traditionally been implemented as a “ (TBE)” (also known as an “early exit program”). The primary purpose of a TBE program is to facilitate the multilingual learner’s transition to an all-English instructional program while receiving academic content instruction in the native language to the extent necessary. The newly adopted amendments in 2023 to N.J.A.C. 6A:15, shifts the focus for a full-time bilingual education program from transitional in which the students' primary language is used for instruction for a number of years (1-3 is typical) and is gradually phased out in favor of all-English instruction to one in which the “educators use the primary language of instruction to enhance literacy in the primary language and as a support in the development of listening, speaking, reading, and writing skills in English” (N.J.A. C. 6A:15-1.2). The updated definition for full-time bilingual education program establishes a program design, where biliteracy for multilingual learners is the goal. When implemented with fidelity a full-time bilingual education program has many of the characteristics of a one-way DLI program.

For more information, see program considerations for implementation. Also, see Center for Applied Linguistics resource, (3^rd Edition).

NJSLS

All academic content areas are provided in two languages; structured English language instruction or instruction in the language of the multilingual learners enrolled.

ELD

One daily class of ESL is provided. 2020 WIDA K-12 ELD standards for the language of Science, Social Studies, English language arts, and Science in the language competencies of listening, speaking, reading, and writing. Language is taught through academic content instruction, and not for translation. For additional information on ways to meet the ESL requirement in a DLI program, see English as a Second Language Requirements.

Teacher Certificaton

Requirements shall be fulfilled by one or more ().

NJSLS: Instructional Certificate and endorsement in Bilingual/Bicultural Endorsement or Instructional Certificate and World Language Certificate.
Language other than English: Demonstrated linguistic competence pursuant to N.J.A.C. 6A:9B-10.5 or N.J.A.C. 6A:9B-11.5(a)2 in the language for the program being taught.
ELD: Endorsement in ESL.

Program Design Considerations for Dual Language Immersion Programs

ESL does not have to be a separate class period. ESL may take place as part of the English language instruction component; the WIDA ELD standards must be integrated into the curriculum. Teachers must hold an instructional certificate with ESL endorsement.

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Title III, Part A Language Instruction for English Learners and Immigrant Students