Division of Curriculum and Instruction
Multilingual Pathways Department
750 25th Avenue • San Francisco, CA 94121
Phone: (415) 379-7728 Ext. 1128 • Fax: (415) 750-8681
2012 – 2013 ENGLISH LEARNER PATHWAY OPTIONS (ELEMENTARY)
DUAL LANGUAGE IMMERSION PATHWAY
(Cantonese, Korean, Mandarin, or Spanish)
BILITERACY PATHWAY
(Cantonese or Spanish)
Goals: The Dual Language Immersion Pathway is designed to help
English Learners develop proficiency, literacy and academic
competency in English and the pathway language.
Goals: The Biliteracy Pathway is designed to help English
Learners develop proficiency, literacy and academic competency
in English and the student’s primary language.
Student Population: This program is designed for students who are
native speakers of the pathway language (Cantonese, Korean,
Mandarin, or Spanish), bilingual students and English speakers.
Each class is a mix of English fluent students with English Learners.
Student Population: This program is designed for English
Learners who are native speakers of Cantonese or Spanish.
Instruction: In kindergarten and first grade, the pathway language is
used for 80-90% of instruction, and English is used 10%-20%.
Instruction in English increases each year. By fifth grade, instruction
is 50% in English and 50% in the pathway language.
Elementary students receive at least 30 minutes of English Language
Development (ELD) daily leveled by proficiency. All other
academic classes are taught in the pathway language or in English
using Specially Designed Academic Instruction in English (SDAIE)
methodology.
ENGLISH PLUS PATHWAY
Goals: The English Plus Pathway is designed to help English
Learners develop English language proficiency, literacy and
academic competency.
Student Population: The English Plus Pathway is designed for
English Learners of low-incidence language groups that do not have
sufficient numbers for the district to provide a Dual Language
Immersion or Biliteracy Pathway. It is also designed for English
Learners whose parents wish for their children to be in an intensive
English instruction program.
Instruction: Students receive at least 30 minutes of ELD daily
leveled by proficiency. All academic classes are taught in
English using Specially Designed Academic Instruction in
English (SDAIE) methodology. Students may also receive
support in their primary languages when available. This pathway
describes the basic services guaranteed for English Learners by
SFUSD.
Instruction: In kindergarten and first grade, the primary
language is used for 50%-80% of instruction, and English is used
20%-50%. Instruction in English increases each year. By fifth
grade, at least 50% of the instruction is in English.
Elementary students receive at least 30 minutes of ELD daily
leveled by proficiency, and all other academic classes are taught
in the pathway language or in English using SDAIE
methodology.
NEWCOMER PATHWAY
Goals: The Newcomer Pathway is designed to help recently
arrived immigrant English Learners adjust to their new language
and culture in a one-year program (with an option for a second
year as needed).
Student Population: This pathway is designed for recently
arrived immigrant English Learners who need a period of
adjustment and orientation before entering one of the other
English Learner Pathways.
Instruction: The curriculum includes orientation and transition
support and addresses academic gaps due to differences in
national schooling systems or gaps in prior schooling. Students
receive two periods of ELD leveled by linguistic proficiency
including “survival” English. Other academic classes are taught
in the primary language (when available) or in English with
SDAIE methodology.
FOREIGN LANGUAGE IN THE ELEMENTARY SCHOOL (FLES) PATHWAY
(Filipino, Italian, Japanese, Spanish, or Russian)
Goals: The FLES Pathway is designed for students to develop competency in a second language in addition to becoming fully proficient
in English. Participation in a FLES Pathway results in second language proficiency that is culturally appropriate in a real-world setting.
Student Population: This program is designed for all students including English Learners in cases where there is not Dual Immersion or
Biliteracy Pathway in their home language available. It also provides native English speakers a chance to develop a second language.
The spiraling nature of the curriculum allows students to enter a FLES pathway at any grade, thereby providing multiple entry points for
students who wish to become proficient in a second or third language.
Instruction: Instruction in the pathway language may vary from 30 to 60 minutes per day, three to five days-per-week and is delivered
by a language-proficient instructor. The curriculum is standards-based and reinforces concepts taught in math, science, and/or social
studies. The curriculum integrates the pathway language and its cultures to promote meaningful communication. Additional
instructional support is provided for students who enter FLES Pathways in the upper elementary grades. English Learners in the FLES
Pathway also receive at least 30 minutes of ELD daily leveled by proficiency. All other academic classes are taught in English using
Specially Designed Academic Instruction in English (SDAIE) methodology. Students may also receive support in their primary
languages when available.
Revised July 2012
Division of Curriculum and Instruction
Multilingual Pathways Department
750 25th Avenue • San Francisco, CA 94121
Phone: (415) 379-7728 Ext. 1128 • Fax: (415) 750-8681
Revised July 2012