English Language Learner (EL) Program

District 58 is proud to support multilingual learners as they develop proficiency in English while continuing to strengthen their native language. Students receive daily English Language Learner (EL) instruction and support at their home school, ensuring that every child has access to language learning within their own community.

Our Mission 

The mission of our Multilingual Program is to equip students with the listening, speaking, reading, and writing skills needed to access rigorous academic content. We aim to provide equitable opportunities while honoring students’ cultural and linguistic backgrounds, empowering them to participate fully in their communities.

Number of students served by District 58's EL Program: 310 and growing

Number of languages spoken: More than 40

Grade levels served: Pre-K through 8th

Focal points of the program:

  • Vocabulary development
  • Literacy development
  • Content support
  • Cultural support and acquisition
  • Consultation with classroom staff

How does a student qualify for EL services?

Upon enrollment, each student’s parent/guardian completes a language survey, which asks the following questions:

  • Is a language other than English spoken in your home? If yes, what language?
  • Does your child speak a language other than English? If yes, what language?

If the answer to either is yes, the student is screened for English language proficiency within 10 school days using the Pre-IPT/MODEL/WAPT screener.

What does the EL program look like?

English Learners in District 58 work with certified ESL teachers. The program is primarily pull-out. EL teachers also work closely with their students’ classroom teachers regarding instructional strategies and accommodations to meet EL students’ needs throughout the school day. District 58 provides a Transitional Program of Instruction (TPI) at most schools. In TPI, instruction is provided in English, with minimal translation.

District 58 also provides a Transitional Bilingual Education (TBE) program at schools where there are 20 or more students with the same first language who are eligible for Limited English Proficient services. In a TBE program, instruction is provided in the students’ first language as they transition to becoming proficient in English.

How do you measure how students are doing in English language acquisition? 

EL students participate in the state-mandated Assessment for English Language Acquisition (ACCESS) test annually.  ACCESS tests a student’s ability to communicate in English for social and instructional purposes within the school setting, as well as the student’s ability to communicate information, ideas and concepts necessary for academic success in language arts, mathematics, science and social studies. Students are tested on reading, writing, speaking and listening. Parents and staff receive a report on the student’s overall score and the student’s proficiency level for each language area.

Students qualify to leave the EL program by earning an overall composite score of 4.8. ACCESS test results also help staff target their instruction to strategically meet the students’ needs.

A series of Can-Do descriptors outlines the expectations for an EL student by levels of proficiency:

  • Entering
  • Emerging
  • Developing
  • Expanding
  • Bridging
  • Reaching — Able to communicate in English at a level comparable to their English-proficient peer.

Who should I contact with questions?

You can reach out to your child’s classroom teacher, EL teacher, building principal or the Special Services Department at any time with questions or concerns.