Hawaiʻi State Department of Education

Ka ʻOihana Hoʻonaʻauao o ke Aupuni Hawaiʻi

English Learner Program

Students with limited English language proficiency require support and targeted instruction. Schools provide these students with supplementary instructional activities and supports.

mission

The Department’s English Learner (EL) Program ensures that students with limited English proficiency have: 

  1. Access to educational opportunities by providing services to assist with the attainment of English language proficiency, 
  2. Develop high levels of academic attainment in English, and 
  3. Meet the same challenging state academic content and student achievement standards all students are expected to meet. Services for EL Program students include dedicated English Language Development (ELD) instruction, sheltered instruction throughout the curriculum, as well as acculturation activities.

The EL Program supports the Department’s mission to provide standards-based education through supplementary instructional and acculturation activities. Services provided through the EL Program implement the requirements of Title VI of the Civil Rights Act of 1964 (Title VI) and its regulations, and the Equal Educational Opportunities Act of 1974. 

With regard to students with limited English proficiency, Title VI and its regulations require that students are able to meaningfully participate in and benefit from regular or special education instructional programs. Services for EL Program students and Immigrant Children and Youth also implement the requirements of Title III of the Elementary and Secondary Education Act (Title III). Title III requires EL Program students attain English proficiency and meet the same challenging academic standards that all students are expected to meet. For details regarding the rights of parent(s)/legal guardian(s) of a student in the EL program, see our Parent/Guardian EL Program Rights Fact Sheet (PDF).

Document and Policies

These documents and policies guide EL Program implementation and instruction:

  • WIDA Screener
    • The WIDA Screener is an ELP assessment given to incoming students in grades K–12 to assist educators with the identification of students as ELs. The purpose of this assessment is to help educators make decisions about whether a student is a candidate for English language support services. The WIDA Screener assesses the four language domains of listening, speaking, reading, and writing.
  • ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners)
    • EL Program students are annually tested using the Department-adopted WIDA English language proficiency assessment, the ACCESS for ELLs. The test is used to determine a student’s language progress and proficiency in developing English and is also used for accountability purposes.
  • ​​ Alternate ACCESS for ELLs
    • An assessment of ELP for students in grades 1-12 who are classified as ELs and have significant cognitive disabilities that prevent their meaningful participation in the ACCESS for ELLs assessment.​
  • Hawai‘i’s English Learners’ Data Story
    • Learn more about the education outcomes of Hawai‘i public school students who are identified as ELs in this Data Story released by Hawai‘i P-20 Partnerships in Education, October 2021.

Multilingualism

All cultures and languages are valuable resources. Multilingualism creates learning environments that draw from the rich linguistic diversity and cultural strengths of Hawai‘i’s students. The BOE recognizes the important role of multilingualism in providing a meaningful and equitable education for student achievement. The BOE’s Multilingualism for Equitable Education Policy—Policy 105-14 (PDF)—guides the HIDOE and its schools to embrace, promote and perpetuate multilingualism and multiculturalism to support learners, families and communities.

Hawai‘i is multicultural and multilingual. There are two official state languages—Hawaiian and English. Up to 14% of students have been identified as English Learners (ELs) over the past five years; the top five languages spoken at home are Ilokano, Chuukese, Marshallese, Tagalog and Spanish. Studies consistently show that when students’ identities, histories, cultures and languages are included in a meaningful and equitable way, they are better able to learn and succeed in school and beyond. 

Goals 

The three overarching goals outlined in the policy include: 

  1. Provide a range of language program(s) for multilingual students, which include students identified as EL and students who want to learn an additional language; 
  2. Provide effective educators with appropriate knowledge, skills and instructional materials; and 
  3. Provide outreach supports to families to become actively engaged in their children’s education. 

The goals for this policy were written to be inclusive of all major language groups in Hawai‘i: Hawaiian, English, World/Heritage Languages, and American Sign Language. 

Following the policy approval in 2016, a working implementation plan was created by the Multilingualism Policy Work Group that incorporated all elements of the policy into a working document with six goals: 

  • Goal 1: Provide a range of language programs for multilingual students 
  • Goal 2: Provide effective educators with the appropriate knowledge, skills, and materials 
  • Goal 3: Provide outreach supports to families 
  • Goal 4: Establish a permanent advisory committee 
  • Goal 5: Provide an annual report to the BOE 
  • Goal 6: Seek necessary funds to implement the Multilingualism Policy 

Benefits 

Research findings of Benefits of Multilingualism (PDF) have consistently pointed to the academic, linguistic and social benefits of allowing students identified as ELs to continue developing their home languages while learning English. Examples of such benefits include: gaining content knowledge in familiar languages, which positively impacts cognitive development; greater proficiency in multiple languages; and affirmation of students’ identities, which positively impacts achievement. 

Research findings have also pointed to various benefits of bi/multilingualism for young people who are not identified as ELs. These benefits include improved multitasking skills, deeper awareness and appreciation of different cultures, and increased cultural competence. It is because of these benefits that HIDOE has established a biliteracy seal that students may optionally pursue to enhance their diploma.

Many Hawai‘i schools are already integrating multilingualism and multiculturalism into their school culture and curriculum in a variety of ways.

World Languages Program

The Department’s World Languages Program consists of instruction in 11 languages including American Sign Language, Chinese (Cantonese and Mandarin), French, German, Hawaiian, Ilokano, Japanese, Korean, Russian, Samoan, or Spanish, at the elementary and secondary school levels.