Language Policy
Purpose
The Language Policy is a working document developed by a committee of teachers, staff members, parents, and administrators from Eich Middle School. This document provides an overview of Eich’s beliefs and practices that support language acquisition.
Language Philosophy
Eich Middle School believes that all teachers are language instructors and all students are language learners. Every person at Eich Middle School contributes to the development of language. Language learning includes reading, writing, speaking, and listening. Accordingly, stakeholders/educational partners at Eich Middle School:
- Support the development of student language learning
- Facilitate proficiency in English
- Facilitate the pursuit of competency in any language other than a student’s primary language
- Create a community that embraces multiculturalism and global awareness
The achievement of these goals will ensure the refinement of language in the global community. Becoming a communicator includes the ability to read, write, speak, and listen on an academic level in more than one language.
- At Eich Middle School, we currently provide language courses in:
- English (Language and Literature)
- English Language Development (Designated Language Development)
- Spanish (Language Acquisition – Phases I-III, Heritage Spanish)
- French (Language Acquisition – Phases I-III)
Multilingualism
As of the 2024-25 school year, roughly 24% of Eich Middle School students have a primary language other than English. Currently, 111 students are classified as English Learners (EL), 98 students have demonstrated English proficiency and have been Reclassified Fluent English Proficient (RFEP), and 25 students were classified as Initially Fluent English Proficient (IFEP). While many different languages are spoken at Eich Middle School, the top four primary languages other than English are Spanish, Russian, Farsi, and Ukrainian.
Resources
The Library Media Specialist works to ensure that the physical and virtual resources in the library represent the student population at Eich Middle School. Students have access to multimedia resources in a variety of languages, and staff are continuously working to increase what is available to support multilingualism.
Language and Literature
The primary language of instruction at Eich Middle School is English. Based on California Common Core Standards (CCSS), we provide a rigorous program for all our students with the expectation that they will meet or exceed grade level. The development of Language and Literature is crucial as it allows students to make connections within and across subject areas. Therefore, all students are required to take Language and Literature in grades six, seven, and eight. Language and Literature courses support both the California Common Core State Standards (CCSS) and the IB MYP Language and Literature objectives. Our current curriculum highlights many different global issues, cultures, and points of view. Students are encouraged to view and consider perspectives other than their own.
English Language Development (ELD)
ELD is a core class focused on California English Language Development Standards. Designated ELD supports students in acquiring the language that is needed to be successful in all academic areas.
ELD is instruction provided during the regular school day for focused instruction on the state-adopted ELD standards to assist English learners in developing critical English language skills necessary for academic content learning in English. (California Code of Regulations, Title 5 [5 CCR] Section 11300[a])
During designated ELD, and only during designated ELD, ELs are grouped by English language proficiency levels, as possible, so that teachers are able to strategically target students’ language learning needs. (California ELA/ELD Framework- Ch. 2)
Language Acquisition
Eich currently offers Spanish phases I-III and French phases I-III classes. These classes aim to develop a respect for and an understanding of other languages and cultures. In addition, Eich offers a Spanish Heritage class that is designed for students whose primary language is Spanish or have strong oral proficiency in Spanish. This class provides the opportunity to strengthen Spanish literacy skills while exploring topics of cultural identity.
English Learner Placement and Monitoring Process
Any student who indicates on registration forms that English is not their primary language must take the Initial English Language Proficiency Assessment for California (Initial ELPAC) within 30 days of their enrollment in a California school to determine whether the student is Initially Fluent English Proficient (IFEP) or an English Learner (EL). The results are then used for placement. The ELPAC is then administered each year to English Learners until they are Reclassified Fluent English Proficient (RFEP). ELPAC results establish one of three proficiency levels for each student: Emerging (Beginning Level), Bridging (Intermediate Level), and Expanding (Advanced Level). The ELPAC enables the district to monitor student progress in learning English and helps teachers diagnose students’ instructional needs. Once students are Reclassified Fluent English Proficient, their academic progress, oral progress, and communication and collaboration are monitored each fall and spring for five years by their Language and Literature teacher.
Academic Support in Language of Instruction
Eich students are given support through our Response to Intervention (RtI) program, which provides students with small-group, targeted instruction, intervention, and re-teaching. Students are identified through a variety of classroom formative/summative assessments.
Eich teachers utilize strategies in their daily instruction to meet the language needs of all students. These include but are not limited to:
- Sentence frames in writing and speaking
- Pair/Share
- White boards
- Critical reading skills (Marking the text)
- Small group interactions
- Partner reading
- Use of academic vocabulary
- Graphic organizers
- Frequent checks for understanding
- Word walls
English Language Learner Parent Support
We hold meetings for our ELL parents each trimester through the
English Language Advisory Committee (ELAC) in order to inform
parents of upcoming events, receive input, and increase student
achievement.
Revision Timeline
Review of the Assessment Policy
The plan will be reviewed every two years.
- Original policy created 12/5/14 by: Marc Buljan (Principal), Lisa Shrider (MYP Coordinator), Marcela Kerns (Language Acquisition Department Chair), Lynette Atkinson (ELD Instructor), Becky St. Germaine (Librarian), Sandra Manzo (Translator)
- Revised 4/17/17 by: Marc Buljan (Principal), Lisa Shrider (MYP Coordinator), Marcela Kerns (World Language Department Chair), Roxanne Martin (Language and Literature Department Chair)
- Revised 3/2/20 by: Language Acquisition Department, Scott Benedict (Language Acquisition Department Chair), Lynnette Atkinson (ELD Instructor), Jennie Ruvalcaba (District ELD Coordinator)
- Revised 3/12/25 by: Lynnette Atkinson (Language and Literature Teacher), Carmen Vecchitto (ELD Teacher/Coordinator), Jennie Ruvalcaba (District ELD Coordinator), Michael Larsen (MYP Coordinator), Bria Johnson (Assistant Principal), Kristina Allison (Assistant Principal)