Language Instruction Educational Program (LIEP) Models
Language Instruction Educational Program (LIEP) Models in Virginia
Virginia schools may provide English language development instruction in any combination of the allowable LIEP models. The five approved models vary in language(s) of instruction as well as how ELs are grouped for instruction. Program decisions should be based on student needs and for continuous inclusion and interaction between ELs and non-ELs. Any separation between ELs and non-ELs should be limited. (EL Toolkit, Ch. 5) Basic distinctions and additional descriptions of the LIEP models are provided in these resources:
- Language Instruction Educational Program (LIEP) Models in Virginia (Word) – Chart with program models and descriptions
- Using a Dual Language Immersion (DLI) as a Language Instruction Educational Program (LIEP) Model in Virginia- Chart outlining DL/I program requirements for implementation as a LIEP model for English Learners.
Transitional Bilingual
The goal of this LIEP model is for students to incrementally transition from primary language instruction to instruction in English.
Dual Language
The goal of this LIEP model is for English Learners and non-English learners to become biliterate, bilingual, and to develop academic proficiency in both languages.
Newcomer
The goal of this LIEP model for newly arrived English Learners to develop English and content concepts together.
ESL/ELD
The goal of this LIEP model is for English Leaners to develop full English proficiency to support grade-appropriate academic success.
Content with Integrated ESL Support
The goal of this LIEP model is for English Learners to experience grade-appropriate academic success and develop full English proficiency simultaneously.