World Language Programs: Roster
World Language (WL) data does not represent one individual field of data entry. Rather, this data element page reports on WL programs as they are seen on the School Roster Details screen in WISEdata Portal. World language data is submitted through the SIS (either through courses or programs) and sent to WISEdata Portal.
World Language (WL) data is a portion of the data collected under the nomenclature “Programs” on WISEdata Portal (WDP). WDP uses the word ‘program’ differently than the World Language team. The use of the word “program” on WISEdata Portal refers to the way that data is organized and categorized on various screens, so as to create specific exports.
USES: World Language data reporting ensures specific programs will be accounted correctly for aid purposes and for federal and state accountability.
World Language Programs
World Language Courses are domestic courses of study in languages other than English. Courses may be designed to meet the needs of heritage or second language learners. Such courses were previously commonly referred to as "Foreign Language" courses. The program has adopted the term "World Languages" to reflect the reality that these languages are spoken by resident communities within the United States as well as in other nations.
World Language Education Program Models document (Google Doc - view only)
- American Indian Language Program (AIWL)
- Content Based World Language Program (CBWL)
- Dual Language Education - Heritage Learners (DLDB-HL)
- Elementary School World Language Program (ESWL)
- Exploratory World Language Program (EXWL)
- Facilitated World Language Study Program (FWLS)
- Heritage Learner World Language Program (HLWL)
- One-Way Dual Language Education Program (OWDL)
|Program Code||Program Name||Definition|
|EXWL (a.k.a. FLEX)||Exploratory World Language Program||World language exploratory programs introduce Pre-K-6 learners to one or more languages for limited instructional time (less than 90 minutes/week or no more than nine weeks in duration). Themes guide language and cultural learning. Program is designed to promote, and prepare learners, for future language study.|
|ESWL (a.k.a. FLES)||Elementary School World Language Program||Elementary school world language programs articulate with middle school programs through a language proficiency development pathway. Minimum of 90 minutes/week of standards-based instruction for the full academic year.|
|CBWL (a.k.a. IMMR or World Language Immersion)||
Content-Based World Language Program
Academic content learning is facilitated in a language other than English. PreK-6 students in this learning environment for less than 50% of instructional time.
Example: science curriculum taught in Chinese.
|OWDL||One-Way Dual Language Education Program||
Education in a language other than English for primarily English-dominant/proficient learners.
Minimum of 50% of core instruction in partner language in grades PK-5, guided by language-content-time allocation policy (90/10, 80/20, 50/50). Secondary level dual language education programs include a minimum of two courses annually in the partner language.
|DLTW-WL||Two-Way Dual Language Education Program - World Language Cohort||
Education in a language other than English by English-dominant/proficient learners (40-50%) along with English Learner peers (50-60%).
Minimum of 50% of core instruction in partner language in grades PK-5, guided by language-content-time allocation policy (90/10, 80/20, 50/50). Secondary level dual language education programs include a minimum of two courses annually in the partner language. Use this program type for non-ELs, former ELs, and non-EL heritage language learners in two-way dual language education programs.
|DLDB-HL||Dual Language Education - Heritage Learners||Use only for former ELs and non-EL heritage language learners within developmental bilingual dual language LIEP. Academic content learning facilitated in English and partner language. Minimum of 50% of daily core instruction in partner language. Language of instruction guided by the program's language-content-time allocation policy (90/10, 80/20, 50/50).|
|SLWL||Secondary Level World Language Program||Standards-based progression of world language learning in grades 6-12. Includes American Sign Language. Access to world language learning is required in grades 7-12.|
|HLWL||Heritage Learner World Language Program||Language and literacy development for heritage/home-language learners, such as Spanish for Native Speakers courses.|
|AIWL||American Indian Language Program||Elementary or secondary level language course/program for indigenous American Indian languages.|
Facilitated World Language Study Program
|High school learners, with two or more years of world language study, engage in self-directed learning of a new, less-commonly taught language. Licensed world language educator facilitates student goal setting, assessment, and reflection process. Learning environments include individuals, and groups of students, learning diverse languages in a shared learning environment. Includes interpersonal and intercultural communication with members of the target language community.|
NOTE: A Babbel course and non-language acquisition multi-language course are not aligned with state statutes and administrative rules for world language learning in grades 7-12.
Select the course code for the specific language being learned within a world language program type, e.g., choose 'Spanish II' rather than "world language" or "foreign language." The SCED subject area code for World Languages is 24; current school year listings can be located on the Courses data element page.
There aren’t any WL codes that specifically should or shouldn’t be used for ELs, as the taking of World Language courses depends on the context in which an EL student is participating in the program. For example, if an EL is participating in a dual language bilingual program that provides them with instruction in their home language, then that program would be considered their LIEP and they should be reported as an EL rather than as a WL learner.
However, ELs can, and do, participate in World Language programs/classes as World Language learners. In those cases, they should be classified as such. For example, students who are ELs may be enrolled in one-way or two-way bilingual programs that provide instruction in English and in a target language that is not their home language. EL students may also be enrolled in a World Language course that is in their home language that is designed to build on and expand students’ knowledge of their home language (i.e., a Spanish for Spanish Speakers class at the secondary level). If the course is not part of their LIEP, or if they have exited EL status, then they should be classified as World Language learners.
FAQs, Details, and Use Cases
For more details, visit the:
- World Language section of the Language Instruction: Info, Help and FAQ page.
- World Language Program Rules and Recommendations support document
- World Language Program Models document
- DPI World Languages program website
- Courses Data Element page
- For more details on bilingual programs or World Languages courses for ESL students, please visit the Language Instruction Services page.
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