ELD 6-12

In this section:

English Language Development

Our Mission: The purpose of the Troy School District is to ensure learning for all members of the school community. The Troy School District seeks to provide every child, regardless of national origin or native language, quality and meaningful educational instruction. Students who are English learners (ELs) are provided instructional services through the English Language Development program designed to meet their unique needs.

Parent Information

Michigan Seal of Biliteracy
Student Code of Conduct & Volunteer Background Forms

Michigan Seal of Biliteracy

Application and Information

Application Submission Process for Parents
Additional Information

Application Submission Process for Parents

Additional Information

Seal of Biliteracy

Students in Michigan can earn a Seal of Biliteracy to be added to their diploma.

According to the Michigan Department of Education, the Seal of Biliteracy is an award given by a school, district, or state in recognition of students who have studied and attained proficiency in two or more languages by high school graduation. The Seal of Biliteracy encourages students to pursue biliteracy, honors the skills our students attain, and can be evidence of skills that are attractive to future employers and college admissions offices.

The Michigan Seal of Biliteracy has been created to recognize high school graduates who exhibit language proficiency in English and at least one additional world language. The Seal may be awarded to any student receiving a high school diploma, a high school certificate of completion or a high school equivalency certificate and who has demonstrated Intermediate High proficiency on acceptable world language assessments and met the English Language Arts requirements for graduation or demonstrated proficiency on a validated test of proficiency for English Learners. The Seal has been created to encourage students to study world languages and embrace their native and heritage languages. The Seal will provide employers with a way to identify individuals with strong language and biliteracy skills. The Seal may serve as an additional tool for colleges and universities to recognize applicants’ language abilities for admission and placement.

Student Code of Conduct & Volunteer Background Forms

Code of Conduct (Translated)

Code of Conduct (Translated)

Secondary ELD Curriculum

High School Learning Resources & Units of Study

Middle School Learning Resources & Units of Study

Course Guides

English Language Development Standards

Additional Resources

Helpful Links for Parents

Helpful Links for Parents

Helpful links for parents	Click to access site
City of Troy Resources & Information	CLICK HERE
Free & Reduced Lunch Forms (Translated)	CLICK HERE
Troy Public Library (Resource Site)	CLICK HERE
Fun English Learning Games (Website/Online)	CLICK HERE
WorldBook How to Use Reference Guide	CLICK HERE
WorldBook K-5+ Reference (Login Site)	CLICK HERE

Elementary English Language Development Curriculum

ELD Curricular Resource - Reach Overview

WIDA-ELD-Standards-Framework

Guiding-Principles-of-Language-Development

Accessible Text for W.I.D.A Guiding Principles of Language Development Flyer

Accessible Text for W.I.D.A Guiding Principles of Language Development Flyer

Title: WIDA Guiding Principles of Language Development

Subtitle: These updated Guiding Principles of Language Development and Learning exemplify WIDA’s overarching and ever-present Can Do Philosophy.

Multilingual learners’ languages and cultures are valuable resources to be leveraged for schooling and classroom life; leveraging these assets and challenging biases help develop multilingual learners’ independence and encourage their agency in learning (Little, Dam, & Legenhausen, 2017; Moll, Amanti, Neff, & González, 1992; Nieto & Bode, 2018; Perley, 2011).
Multilingual learners’ development of multiple languages enhances their knowledge and cultural bases, their intellectual capacities, and their flexibility in language use (Arellano, Liu, Stoker, & Slama, 2018; Escamilla, Hopewell, Butvilofsky, Sparrow, Soltero-González, Ruiz-Figueroa, & Escamilla, 2013; Genesee, n.d.; Potowski, 2007).
Multilingual learners’ language development and learning occur over time through meaningful engagement in activities that are valued in their homes, schools and communities (Engeström, 2009; Larsen-Freeman, 2018; van Lier, 2008; Wen, 2008).
Multilingual learners’ language, social-emotional, and cognitive development are inter- related processes that contribute to their success in school and beyond (Aldana & Mayer, 2014; Barac & Bialystok, 2012; Gándara, 2015; Sánchez-López & Young, 2018).
Multilingual learners use and develop language when opportunities for learning take into account their individual experiences, characteristics, abilities, and levels of language proficiency (Gibbons, 2002; Swain, Kinnear, & Steinman, 2015; TESOL International Association, 2018; Vygotsky, 1978).
Multilingual learners use and develop language through activities which intentionally integrate multiple modalities, including oral, written, visual, and kinesthetic modes of communication (Choi & Yi, 2015; Jewitt, 2008; van Lier, 2006; Zwiers & Crawford, 2011).
Multilingual learners use and develop language to interpret and access information, ideas, and concepts from a variety of sources, including real-life objects, models, representations, and multimodal texts (Ajayl, 2009; Cope & Kalantzis, 2009; Jewitt, 2009; Kervin & Derewianka, 2011).
Multilingual learners draw on their metacognitive, metalinguistic, and metacultural awareness to develop effectiveness in language use (Bialystok & Barac, 2012; Casey & Ridgeway-Gillis, 2011; Gottlieb & Castro, 2017; Jung, 2013).
Multilingual learners use their full linguistic repertoire, including translanguaging practices, to enrich their language development and learning (García, Johnson, & Seltzer, 2017; Hornberger & Link, 2012; Wei, 2018).
Multilingual learners use and develop language to interpret and present different perspectives, build awareness of relationships, and affirm their identities (Cummins, 2001; Esteban-Guitart & Moll, 2014; May, 2013, Nieto, 2010).

Multilingual learners refers to all children and youth who are, or have been, consistently exposed to multiple languages. It includes students known as English language learners (ELLs) or dual language learners (DLLs); heritage language learners; and students who speak varieties of English or indigenous languages.