1. Two way Immersion
   1. Characteristics
      1. Half of the students are native English speakers will the rest are native to the target language
      2. Fifty, or more, percent of the day is taught in the target language
      3. Ideally used from K-12 but by the end of 5th grade students should be proficient in both languages
   2. Program variety
      1. Time design
         1. 50/50
            1. Beginning in kindergarten all students are taught half the day in English and half in the target language
            2. This ratio may go up for the target language in some schools but should not go up for English
            3. The ideal ratio does not change from 50/50 no matter the grade level
         2. 90/10
            1. Kindergartners are only taught for 10 percent of the day in the target language with 90 percent of the day in English
            2. Each progression in grade level adds 10 percent of the day to the target language until the 4th grade reaching the 50/50 mark
      2. Teacher design
         1. Team teaching
            1. This divides the day up between two teachers one specialized in English for 50 percent of the day and another teacher specialized in the target language
         2. Bi-lingual teacher
            1. A Bi- lingual teacher fluent in both English and the target language teaches the entire day splitting up their time spent on one language equally
      3. Literacy development
         1. Simultaneous development Learning to read and write in both languages at the same time
         2. Sequential development A focus on on reading and writing of one language at a time
   3. Standards
      1. 1: Communication for social, intercultural, and instructional purposes
      2. 2: Communication of information, ideas, and concepts necessary for academic success in language arts
      3. 3: Communication of information, ideas, and concepts necessary for academic success in math
      4. 4: Communication of information, ideas, and concepts necessary for academic success in science
      5. 5: Communication of information, ideas, and concepts necessary for academic success in social studies
   4. Teaching Strategies
      1. Pairing students with different native languages together
      2. Use unit appropriate materials such as visuals, videos, and worksheets
      3. Have tough standards and don't allow translating especially during the languages allotted time
      4. Research and use suitable technology
         1. Multi sensory experience or visuals, audio, hands on and more
      5. Collaboration
         1. Collaborate with parents
         2. When team teaching collaborate with co-teacher
      6. Provide handouts and materials in both target languages
      7. Prepare lessons effectively
         1. Speaking and listening activities first
         2. Pre-writing activities and examples
         3. vocabulary emphasis
2. TESOL
   1. Standards
      1. 1: Communication for social, intercultural, and instructional purposes
         1. Teaching Strategies: clearly explain instructions use visuals and examples use student grouping
      2. 2: Communication of information, ideas, and concepts necessary for academic success in language arts
         1. Teaching Strategies: Use stations or grouping for different levels assign reading and writing activities based on individual student levels
      3. 3: Communication of information, ideas, and concepts necessary for academic success in math
         1. Teaching Strategies: Teach problem solving strategies Create and assign activities based on the different levels of the students
      4. 4: Communication of information, ideas, and concepts necessary for academic success in science
         1. Teaching Strategies: Use lesson appropriate technology providing explanations with visuals
      5. 5: Communication of information, ideas, and concepts necessary for academic success in social studies
         1. Teaching Strategies: Use appropriate technology to show historical events Share cultural knowledge and utilize any class diversity
   2. Grade Levels
      1. Pre K- K
         1. Teachers create a nurturing learning enviorment for ELL
      2. 1-3
         1. Teachers focus on teaching "learning to read"
      3. 4-5
         1. Teachers focus on teaching "reading to learn"
      4. 6-8
         1. Students begin to focus more on standards 1-4 with growing expectations of student performance
      5. 9-12
         1. Students have traditional high school of their native language and academic demands make it more difficult to remain equal with their peers
   3. Levels
      1. Starting (L1)
         1. Limited or no understanding
      2. Emerging (L2)
         1. Basic understanding and use of everyday language
      3. Developing (L3)
         1. Mediocre understanding with limited vocabulary and frequent errors
      4. Expanding (L4)
         1. Adequate language use with improving reading comprehension
      5. Bridging (L5)
         1. Fluently expressive and able to communicate with native speakers having minimal errors or language support
   4. General Teaching strategies
      1. Determine lesson content and language
      2. Connect to background knowledge
      3. Provide comprehensible input
      4. make lessons address different sensory and intelligence needs
      5. Use cooperative learning strategies
      6. Modify vocabulary instruction
      7. Repetition and structure