ESOL, Title III, and Migrant Programs
ESOL Program
English to Speakers of Other Languages (ESOL)
English to Speakers of Other Languages (ESOL)
The ESOL Language Instruction Program is the state-funded language instruction educational program for eligible English learners (ELs) in Georgia public schools, Grades K-12. The ESOL Language Program was first established in 2002 by the Georgia General Assembly (State Board of Education Rule 160-4-5- .02). The purpose of the ESOL language program is to provide English language development instruction and language support services to identified K-12 English learners (ELs) in Georgia’s public-school systems for the purpose of increasing their English language proficiency and academic achievement. The responsibility for educating the whole English learner child, both in language development and academic content, is shared by regular classroom teachers and English language specialist teachers alike. Classroom teachers, ESOL teachers and other support staff collaborate to determine instructional scaffolds and language-focused activities needed to make language and content as comprehensible as possible for ELs throughout the entire school day. As such, all teachers function as academic language teachers when EL students are enrolled in their classes.
The core ESOL language program is a civil right offered by all public schools in Georgia to K-12 students with a home language other than English who qualify based on a state-approved language screener. (See Georgia State Board of Education Rule 160-4-5-.02.) Various researched-based language program delivery models are used across the state to provide scheduled English Language Development (ELD) courses, collaborative ELD services with language-differentiated supports within content classrooms, language instruction computer software programs, sheltered content courses, and dual language instruction to more than 157,000 EL students in Georgia. ESOL language instruction is focused on developing EL students’ academic English proficiency in each content area of Georgia’s Standards of Excellence (GSE). The WIDA Consortium English Language Development (ELD) Standards Framework, 2020 Edition, resources aligned with the GSE guide the work of ESOL teachers. Differentiated instructional practices, both in ESOL and general education classes, ensure that the language development needs of Georgia’s EL students are met. In ESOL language programs it is appropriate, when practicable, to use the student’s home language as a means of providing limited English-proficient (LEP)parents with school-related information.
The goal of the ESOL language instruction educational program for EL students is to increase both English language proficiency (ELP) and academic language proficiency in content-area subject matter. Successful ESOL language programs focus on collaboration and shared accountability for the success of all EL students.
Title III, Part A: Language Instruction for English Learners and Immigrant Students
Title III, Part A: Language Instruction for English Learners and Immigrant Students of the Elementary and Secondary Education Act of 1965 as Amended under the Every Student Succeeds Act (ESSA) P.L. 115-141, enacted March 23, 2018, awards sub grants to eligible Local Education Agencies (LEA) “to help ensure that English learners (ELs), including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English." [Sec. 3102 (1)]
Title III, Part A EL Language Programs are a variety of supplemental services and activities provided to EL students, their teachers, and their families beyond the schools' legal obligations to English learners and their limited English proficient parents. All Federal Program services are provided within the Systems of Continuous Improvement framework.
Migrant Program
The Education of Migratory Children is a federally funded program designed to support comprehensive educational programs for migrant children to help reduce the educational disruption and other obstacles that result from repeated moves. For information on the qualifying process, please contact Jennifer Poole.
If you have questions regarding any of these programs, please contact: