English for Speakers of Other Languages (ESOL)

Elementary School


The Montgomery County Public Schools ESOL program is designed to empower ESOL students to master academic English to thrive in school, college, careers, and as global citizens. The education of students learning English as a new language is a collaborative responsibility shared by the ESOL teacher, the classroom teacher, all other appropriate MCPS staff, as well as the ESOL student.

ESOL in Prekindergarten, Kindergarten and Elementary School


Early Childhood Learners are in language rich-environments. Many students are dual language learners who simultaneously develop their home language with English for child care settings. All staff supporting Pre-K work to employ multiple modalities to increase language development. Staff implement instruction using the WIDA Early Years framework which promotes equitable early care and education opportunities for young multilingual children. 

Kindergarten through Grade 5

Students who receive emergent bilingual  services receive direct language instruction to support English Language Development through culturally sustaining methods, while accessing grade level content. Classroom teachers provide emergent bilingual students with supports to access grade level content using Academic English. 

How Emergent Bilingualism Is Taught in Elementary School

There are various instructional models that can be effectively implemented in an elementary school emergent bilingual program.  Emergent bilingual services can be implemented across all content areas. Students develop their interpretive (reading and listening) and expressive (writing and speaking) skills through the integration of language and content.   

In a co-teaching model, the emergent bilingual teacher works alongside the general education teacher to provide academic language scaffolds within instruction that builds and supports core content. Collaborative instructional models provide opportunities for multilingual learners to engage in academic discourse around rigorous academic content furthering their language development while increasing student achievement, motivation, and engagement. 

In a plug-in model, the emergent bilingual teacher instructs students in the general education classroom. This may include co-teaching the whole class with the certified classroom teacher or instructing small groups of emergent bilingual  students during independent work/center time.

In a pull-out model, the emergent bilingual teacher instructs emergent bilingual students outside of the general education classroom, to provide targeted language instruction to students entering or emerging in their language proficiency. 

At any level of English language proficiency, a combination of instructional models may be implemented to take advantage of the benefits of the various models to provide access to grade level content.


Multidisciplinary Educational Training and Support Program (METS)