GOVERNMENT OF PUERTO RICO

EDUCATION DEPARMENT
Acting Secretary I Eliezer Ramos Parés, Lcdo. I ramospr@[Link]

August 5, 2021

Circular Letter no. 02-2020-2021

Associate Undersecretary, Undersecretary for Academic and Programmatic Affairs,

Undersecretary for Administration, Acting Associate Secretary for Special Education, Assistant
Secretaries, Division and Office Directors, Managers and Assistant Managers, Executive
Directors, Area and Program Directors, Regional Superintendents, Assistant Superintendents,
Facilitators teachers, school principals and teachers

PUBLIC POLICY REGARDING THE ENGLISH PROGRAM IN PUBLIC PRIMARY AND

SECONDARY SCHOOLS OF THE DEPARTMENT OF EDUCATION OF PUERTO RICO

The era of communication, globalization and the sociolinguistic challenges that the 21st century
presents to us have made the English language one of the most relevant means of communication
for international dissemination. Likewise, English has significantly impacted computing,
technology, and science. For this reason, it is one of the most popular languages in contemporary
times and its use is essential in daily and professional work worldwide.

In accordance with the above, this document contains the philosophical, sociological,
psychological and neuroscientific principles of the English Program assigned to the Academic
Services Area of the Undersecretariat for Academic and Programmatic Affairs. This brings
together and emphasizes the foundations and approaches of the program and outlines the vision,
mission, and objectives. It also presents the basic concepts, methods, strategies, and teaching
techniques. Likewise, it presents assessment strategies that teachers can incorporate to meet
program standards and expectations.

Legal base

Law 85-2018, as amended, known as the Puerto Rico Educational Reform Law, establishes in
Article 9.01 – Student Rights, that “every student in the schools of the Public Education System at
the primary and secondary level has the right to:

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The Puerto Rico Department of Education does not discriminate in any way based on age, race, color, sex, birth,
Veteran status, political or religious ideology, social origin or status, sexual orientation or gender identity, disability
or physical or mental impairment; nor for being a victim of domestic violence, sexual assault or stalking.

or (b.) Receive a high-quality and progressive education that promotes student success,
including those children and youth who serve their sentence in a juvenile institution or adult
correctional institution.
or (f.) Be evaluated and qualified based on the objective and reasonable criteria officially
established by the Department.
or (h.) Participate in programs and services aimed at the development and growth of the
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PUBLIC POLICY ON THE ENGLISH PROGRAM IN PRIMARY AND SECONDARY PUBLIC SCHOOLS
FROM THE PUERTO RICO DEPARTMENT OF EDUCATION
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student.
or (p.) Receive academic preparation that leads to personal development and qualifies for the
world of work and to contribute to the economic development of Puerto Rico.
or (r.) Have their duties and responsibilities explained to them in a timely and regular manner,
as well as given the opportunity to correct their faults before being reprimanded.

Additionally, it establishes in Article 2.12(b) that “The Secretary, Regional Superintendents, school
principals and school councils will validate the teacher's teaching autonomy, which includes the
freedom to:

(a) make the changes they deem appropriate in order to adapt the course syllabus to the
sociocultural and geographic profile of their students, prior approval with their superiors;
(b) adopt the pedagogical methodology that, according to their professional judgment,
best arouses the interest and curiosity of their students in the topics under study;
(c) provide individualized attention to students with disabilities, as well as students with
high academic performance or special abilities; and
(d) organize groups of students to carry out special studies or projects related to their
courses.”

The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student
Succeeds Act (ESSA), seeks to ensure that all students have a fair, equal, and meaningful
opportunity. to obtain a high-quality education and achieve, at a minimum, proficiency in core
subjects, according to content standards established by the state. In addition, it makes possible
the development of projects in Schoolwide modality in schools. All processes carried out in
schools, including the study plan of academic programs, will comply with the requirements
established in this law.

Law 51-1996, as amended, known as the Comprehensive Educational Services for Persons with
Disabilities Act, the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, and
the Rehabilitation Act of 1973, as amended, establish regulations for services offered to

students with disabilities. The services must be in accordance with their provisions, as applicable.

Law No. 2 of 2019, known as the Educational Continuity Act in the Face of Emergencies Due to
Force Majeure in the Public Education System of Puerto Rico, provides for the creation of the
process to follow to avoid the interruption of the learning process of our students in cases of
declared emergencies. , as such by the Governor of Puerto Rico and that cause the suspension of
classes in the system; and for other related purposes.

Regulation no. 9193 of July 9, 2020, known as the Regulations for Primary and Secondary
Schools of the Puerto Rico Department of Education, contains regulations on: student admission,
school organization, learning evaluation, grade recording and grading system, curriculum and
promotion requirements, honor roll celebration, achievement and graduation day, teaching and
learning planning and Design for School Excellence in regular and occupational schools.
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PUBLIC POLICY ON THE ENGLISH PROGRAM IN PRIMARY AND SECONDARY PUBLIC SCHOOLS
FROM THE PUERTO RICO DEPARTMENT OF EDUCATION
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Vision

Develop students who can communicate effectively and creatively, reflectively and critically in the
languages of English and Spanish to maximize their opportunities for competitiveness and social
mobility in a changing and dynamic 21st century. It empowers the student to face their transition to
the life of university studies and the tasks of the current world of work. The student learning
English as a second language must feel committed to his native language, his Hispanic culture
and his second language, English, simultaneously developing a high sense of solidarity, respect
and appreciation for other cultures in a modern and globalized world.

Goals

The English Program seeks:

1. develop effective oral and written communication in students

English language, recognizing that learning Spanish is essential for learning English.
2. promote the integration of English and Spanish programs as a cardinal aspect for effective
English language learning.
3. encourage critical and creative thinking in all students.
4. offer a rich, integrated and challenging curriculum, taking into consideration the social,
economic, cultural and personal background of each student; including their knowledge
and abilities.

to. In this way, you will be able to face new challenges, enabling them to face the
opportunities of the global world and the educational approach of the 21st century
by aspiring to master two or more languages.

Basic principles of the program

The correct use of linguistic concepts that facilitate the application of knowledge is essential for
mastering a second language. For this reason, lessons must be developed using the normative
documents: the Content Standards and Expectations by Grade (PRCS), the Curricular Framework,
the curricular maps, the current circular letters, both of the program and the planning of the
teaching process and learning and the evaluation of student learning, and the Design of School
Excellence.

The basic principles of the English Program.

1. Develop and promote all bases in language skills to enrich the student's linguistic
repertoire of the English language.
2. Foster the development of English acquisition in a positive and empowering manner in
which the student is a receptive and active owner of English within a positive learning
environment (Krashen's Affective Filter, 1981).
3. Apply multiple intelligences (Gardner, 1983) linked to language skills (reading, writing,
public speaking, reading, language) to finally develop different competencies in the
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PUBLIC POLICY ON THE ENGLISH PROGRAM IN PRIMARY AND SECONDARY PUBLIC SCHOOLS
FROM THE PUERTO RICO DEPARTMENT OF EDUCATION
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communicative frameworks of the language for the complete training of the student.
4. Provide challenges that motivate the student to overcome objectives that guide them
towards their proximal zone of development (Vygotsky, 1978) and achieve a high potential
in the student.
5. Train the student to become an entrepreneurial agent in the Spanish and English
languages so that they can produce proficiently in both languages.
6. Promote authentic and meaningful opportunities in which the student can contribute to the
community using the English language.

Program Emphasis

To understand language it is necessary to divide it into three main components: form, content and
use. When we refer to the form of language, it includes: syntax, morphology and phonology. These
components connect the sounds or symbols in a certain order. The content, for its part, includes
the meaning or semantics. Use determines pragmatics and constitutes the codification of ideas
(semantics). By using a symbol, sound, or word, you present an event, object, or relationship. The
five components -

Syntax, morphology, phonology, semantics and pragmatics establish the system of rules about
language use (Bloom & Lahey, 1978). According to Owens (2006), the five linguistic components
are:

7. Phonology is the discipline that studies the organization of sounds; determines the
structure, distribution, sequence of speech sounds and pronunciation.
8. Semantics establishes its purpose by establishing the meaning of signs and their
influence on what people do and say.
9. Morphology refers to the structure of words, which can be broken down into smaller parts
called affixes, prefixes, and suffixes.
10. Syntax is the part of grammar that describes the structure of language and includes
rules for combining words to form sentences. This rule defines the organization of words,
phrases, clauses, the order and organization of words.
11. Pragmatics studies the functioning of language in social, situational and
communicative contexts.

Curriculum

A. Primary Level (PK-8. or )

Age is an element that has proven to have a significant effect on the acquisition of a
second language. Children prove to be more successful in developing language skills at an
early age.
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PUBLIC POLICY ON THE ENGLISH PROGRAM IN PRIMARY AND SECONDARY PUBLIC SCHOOLS
FROM THE PUERTO RICO DEPARTMENT OF EDUCATION
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English is required for kindergarten. In this grade, the class will be taught for a period of 60
minutes in single enrollment, and 30 minutes in alternate enrollment through the Integrative
English Experiences in Kindergarten course. The emphasis in teaching English in
kindergarten and first grade is on listening comprehension and oral communication in the
Natural Approach. To be successful in reading comprehension in subsequent grades,
phonological awareness, phonology, vocabulary, fluency, and reading comprehension
must be emphasized in grades Kindergarten through third grade. In the second and third
grades, with emphasis on the integration of language arts, the use of the Balanced Literacy
Approach and the integration of the use of technology in strategies that strengthen student
learning are emphasized.

At the primary level, language learning is linked to the other disciplines that cover the
entire curriculum and to the concepts that reinforce the skills of the degree and the use of
the English language. The English class will be taught during one class period.

In fourth and fifth grade, the focus is with special attention to the Language Experience
Approach and the Balanced Literacy Approach to develop listening and speaking
comprehension, written communication, cultural diversity and language. Fluency and
reading comprehension are emphasized at this level, as are syntax and pragmatics, and
other linguistic components.

In the sixth, seventh and eighth grades, the Communicative Approach will be used, in the
same way to provide continuity to the generating concepts that establish the standards and
expectations of the grade that reinforce the skills for the use of English, the integration of
technology and reaffirmation of what was learned in other classes.

B. Secondary Level (9th-12th)

Between ninth and twelfth, the Functional-Notional Approach should be emphasized to

facilitate language learning in authentic situations and in addition cover the concepts of the
content standards and grade expectations. Teachers enrich the learning of students in
grades nine through twelve using supplemental readings with the purpose of
promote the five standards and
English program expectations (listening, speaking, communicationwritten, reading
and language), using skills
technological and computer science. Literary analysis skills, narrative, descriptive,
expository and persuasive speeches are developed, as well as written composition and
research.

The duty of the English Program is to develop these skills according to the program
standards, integrating the different language skills for the achievement of a well-rounded
student in all his or her abilities. Additionally, technology and computing are fundamental to
advancing academic achievement and expanding language exposure. Likewise, the use of
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PUBLIC POLICY ON THE ENGLISH PROGRAM IN PRIMARY AND SECONDARY PUBLIC SCHOOLS
FROM THE PUERTO RICO DEPARTMENT OF EDUCATION
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technology as a facilitating means to promote the student's motivation for independent

reading is emphasized.

Elective courses in the area of English are not graduation requirements, but are
recommended to strengthen language proficiency. Below is the total of English credits as
graduation requirements in
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PUBLIC POLICY ON THE ENGLISH PROGRAM IN PRIMARY AND SECONDARY PUBLIC SCHOOLS
FROM THE PUERTO RICO DEPARTMENT OF EDUCATION
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the primary and secondary levels as validated in the General Catalog of Courses 2019-
2020.

Course code Course name Elective Credits

ENGL 111-1301 English 1 NO 1
ENGL 111-1302 English 2 NO 1
ENGL 111-1303 English 3 NO 1
ENGL 111-1304 English 4 NO 1
ENGL 111-1305 English 5 NO 1
ENGL 111-1306 English 6 NO 1

ENGL 111-1307 Introduction Conversational YEAH 1

English 4th grade
Basic Conversational
ENGL 111-1308 YEAH 1
English 5th grade

ENGL 111-1309 Basic Conversational YEAH 1

English 6th grade
ENGL 121-1307 English 7 NO 1
ENGL 121-1308 English 8 NO 1
ENGL 121-1309 English 9 NO 1
Intermediate
ENGL 121-1314 YEAH 1
Conversational English 7th
Advancedgrade
Conversational
ENGL 121-1315 YEAH 1
English 8th grade
Basic Conversational
ENGL 121-1316 YEAH 1
English 9th grade
Introduction Conversational
ENGL 121-1317 YEAH 0.5
English
ENGL 131-1310 English 10 NO 1

ENGL 131-1311 English 11 NO 1

ENGL 131-1312 English 12 NO 1

ENGL 131-1313 Advanced English YEAH 1

Advanced Reading and
ENGL 131-1315 YEAH 1
Writing
ENGL 131-1316 Oral Communication YEAH 1
Basic Conversational
ENGL 131-1318 YEAH 0.5
English
Intermediate
ENGL 131-1319 YEAH 0.5
Conversational English
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PUBLIC POLICY ON THE ENGLISH PROGRAM IN PRIMARY AND SECONDARY PUBLIC SCHOOLS
FROM THE PUERTO RICO DEPARTMENT OF EDUCATION
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Course code Course name Elective Credits

Advanced Conversational
ENGL 131-1320 YEAH 0.5
English
Intermediate
ENGL 131-1321 Conversational English 10th YEAH 1
grade
Advanced Conversational
ENGL 131-1322 YEAH 1
English 11th grade
Occupational
ENGL 133-1314 YEAH 1
Conversational English
English Speech Course
ENGL 131-1333 YEAH 1
12th Grade

Evidence-based educational strategies

The English Program is committed to teaching language with evidence-based approaches. Such
strategies allow the teacher to plan for and meet the linguistic needs, intellectual abilities, and
diverse learning styles of students.

A. Balanced Literacy Approach

It is based on the following elements: the skills of observing, listening, speaking, reading,
writing and thinking develop simultaneously, as the student reads and writes. This
approach promotes language arts integration using literature as a means to recognize
meaning. Individuals develop language skills through concrete experiences, when taught
by people with language proficiency. Reading comprehension is the process of creating
meaning by relating ideas in a text to prior knowledge. During the process, relevant points
in the text are identified and related to their own experiences. Through this approach, each
reader will develop his or her own meaning of the text.

B. Natural Approach

It is made up of four (4) stages: Pre-Production - The student associates and assimilates
concepts in the second language through Total Physical Response (TPR). 2. Early
Production - The student can communicate by using a word or two. It can be achieved
through questions, expanding the concepts acquired through TPR. 3. Speech Emergence
- The student can use simple linguistic structures to communicate. These become more
complex as diverse experiences in the use of language are encouraged. The purpose of
this
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PUBLIC POLICY ON THE ENGLISH PROGRAM IN PRIMARY AND SECONDARY PUBLIC SCHOOLS
FROM THE PUERTO RICO DEPARTMENT OF EDUCATION
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stage is that repetition in oral production is minimal. 4. Intermediate Fluency - The student
has acquired sufficient command of the language to express himself fluently and correctly.
Use the different complex verbal and structural tenses to achieve mastery of this skill,
through oral communication. Once the student acquires a solid foundation in oral
production, they will expand with other approaches.

C. Communicative Approach

This approach consists of three (3) stages, each of which emphasizes particular situations:
1. Pre-communicative stage - is a stage structured and modeled by teachers and puts
grammatical forms into function. 2. Quasi-communicative stage - presents a less
controlled situation and the emphasis falls on the structured linguistic form. 3.
Communicative stage - presents a spontaneous situation and flows freely.

D. Functional-Notional Approach

This approach focuses on the purposes for which the language is used and emphasizes
the concept of functionality through the five (5) learning variables: 1. Situation 2.
Communication 3. Forms of Language 4. Semantics 5. Humanistic Psychology.

E. Differentiated Instruction

It is a targeted approach to planning a lesson taught to the entire group, while impacting
the individual differences of each student. Consider different learning styles. It allows
educators to individualize the teaching and learning process. Allows diversity among
students. Promotes social relationships and self-esteem and addresses the social,
emotional and academic needs of students.

F. Project Based Learning

It allows the student to develop research tasks to process and understand meaningful
learning through activities aimed at problem solving and decision making that culminate in
authentic learning. It also promotes new learning habits aimed at creating ideas to manage
conflicts in their existing reality. A well-designed model is one that provides for different
learning styles, without assuming that all students demonstrate their knowledge in the
same way.

G. Language Experience Approach (LEA)

This approach was created as a means to develop reading skills and can be used to
develop auditory discrimination, oral and written communication. Focuses on language arts
skills and oral communication fluency.

H. Learning scaffolding (Scaffolding)

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PUBLIC POLICY ON THE ENGLISH PROGRAM IN PRIMARY AND SECONDARY PUBLIC SCHOOLS
FROM THE PUERTO RICO DEPARTMENT OF EDUCATION
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In this approach, the teacher provides significant support in the student's academic
achievement. Use the questioning technique to encourage experiences that relate to your
native culture. This will carry the message in a simple way, so that the student can
understand; Also, you can incorporate slides to adapt the question technique.

I. Reciprocal Teaching

Students become teachers by working in small group reading sessions. The teacher
models and helps students guide their group discussions using the four (4) group
discussion strategies: summarizing, generating questions, clarifying, and predicting. Once
the students have learned the strategies, they take turns, assume the role of the teacher
and lead the dialogue of the text read. The teacher constantly follows up and offers help.

J. Remedial teaching (SHELTER)

Set of strategies designed for teaching the English language and academic content
subjects. The linguistic demand of the lesson is reduced without changing or compromising
the integrity or rigor of the subject. Teachers adjust the linguistic demands of the lesson by
modifying voice speed and tone, using and modeling context cues, relating instruction to
students' experience, adapting language from texts or tasks and using methods known to
language teachers.

Technology integration

Technology is a tool that can change the nature of learning. These technological tools make it
easier for the teacher to achieve their teaching and learning objectives. The English program
shares the views of the International Reading Association (2009): that

Literacy includes the ability to use information and communication technologies to communicate
and learn. These technological tools allow teachers to embrace the sociocultural nature of literacy
and world learning in the classroom, as Dewey (1911) advocated at a time when today's
technologies cannot be imagined.

Computer technology is simply a possibility in the selection of means, and the mode of delivery—
part of the instructional design process—is not the end, but simply one of several means to the
end. Integration does not only mean placing hardware in classrooms, laptops or programming.
Computers are simply supplementary activities or fancy worksheets. Technologies must be
pedagogically sound. They must go beyond information retrieval to problem resolution; enable new
instructions and learning experiences that are not possible without them; promote deep processing
of ideas; increase student interaction with the subject; promote student empowerment and
enthusiasm for teaching and learning; and free up time for quality interaction in the classroom, in
short, improve pedagogy. Wagner (1992) argued that “the educational technology that can make
the biggest difference to schools and students is not the hardware, but the process of designing
effective instruction” (p. 454), which appropriately incorporates computer technology and other
means.
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PUBLIC POLICY ON THE ENGLISH PROGRAM IN PRIMARY AND SECONDARY PUBLIC SCHOOLS
FROM THE PUERTO RICO DEPARTMENT OF EDUCATION
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bilingual education

Law 85 of March 29, 2018, as amended and known as the “Puerto Rico Educational Reform Law”
establishes that the school must ensure that the student develops: mastery of oral and written
communication in Spanish and English to have truly bilingual students. In addition, this includes
the development of other languages whose mastery is considered essential in the near future.
Furthermore, article 9.01. on the rights of students, indicates that every student in the schools of
the Public Education System at the primary and secondary level has the right to receive a bilingual
education, in which he or she is taught to communicate fluently in at least the two official
languages of Puerto Rico, English and Spanish.

Bilingual education is defined as the use of two or more languages as means of instruction for
teaching content classes such as science or social studies (Cambridge, 2017). Students will be
immersed in the culture of both languages, Spanish and English, and focuses on promoting
biliteracy through language skills (reading, writing and verbal expression). The primary goal of
teaching English to all students is to enhance opportunities for all students to be bilingual in
Spanish and English by providing enriching language instruction at the content level.

degree. Consequently, academic skills, content knowledge, intellectual curiosity, cultural identity,
civil responsibility and lifelong learning as fully literate Puerto Ricans will be developed.

Models of bilingual education

This modality teaches an additional class in English. For example, science

English Plus
or mathematics in English.

This modality teaches two content classes in English such as mathematics

Dual
and science and the other subjects in Spanish such as social studies,
Language
physical education, fine arts and health.

This modality teaches all content classes in English except the Spanish
Immersion
class.

The primary purpose of bilingual education is to provide opportunities for all students to achieve
high levels of proficiency in speaking, writing, and reading in two languages. Bilingual education
will be in charge of the operational manager of the English Program, who will provide academic
advice, mentoring and technical assistance to existing bilingual schools in coordination with the
Spanish Program and will be responsible for expanding them to other municipalities in Puerto
Rico. In addition, it will guide regular schools on the implementation of special bilingual projects
that request it.
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PUBLIC POLICY ON THE ENGLISH PROGRAM IN PRIMARY AND SECONDARY PUBLIC SCHOOLS
FROM THE PUERTO RICO DEPARTMENT OF EDUCATION
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General disposition

1. In emergency situations due to force majeure, such as: natural disaster (hurricanes, storms,
torrential rains, droughts, earthquakes), epidemics, pandemics or other extraordinary
circumstances that cause the interruption of the normal operations of the DEPR, depending
on the nature of the emergency and the affected services, educational services will continue
to be offered through modality: in-person, virtual or a combination of both through the use of
technological, computer or telecommunications resources, following the executive orders
issued by the Government of Puerto Rico and the consequent instructions of the secretary of
the DEPR.

2. During instructional planning and learning assessment, teachers will consider differentiated
education strategies for students who represent subgroups in the classroom, such as:
students in Special Education programs and Spanish Learners

as Second Language and Immigrants, Without a fixed home, Low poverty level, as well as
the Gifted, among others. Additionally, they must consider the provision of accommodations
and curricular adaptations as required by the nature and needs of each student.

3. Virtual courses (taken online) offered by the English program have the same academic rigor
as courses taken in the classroom and are approved by the Academic Services Area.
Students need approval from their school counselor and principal, as well as their parents, to
enroll in a virtual course. The courses will have the credit value indicated in the current
Course Catalog. They will be included in the students' academic certification.

4. The creation of an elective course in English must be evaluated and approved by the English
program and must follow the parameters established in the procedure for updating the
general catalog of current DEPR courses.

5. Teachers will highlight the work and achievements of outstanding Puerto Rican personalities,
as the learning situation allows, throughout the school year. These experiences should be
included in your weekly planning. Learning experiences can be: reading, videos, films,
conferences, discussions, workshops, videoconferences, guided tours, interviews, among
others.

6. During the school year, while implementing the official grade and subject curriculum,
teachers will integrate the theme of “gender equity and respect for diversity” using critical and
creative thinking as a means to prevent violence and encourage the development of a
peaceful, just and egalitarian Puerto Rican society.

This public policy supersedes prior provisions or other established rules that contravene it, through
conflicting public policy or memoranda, in whole or in part.

Faithful compliance with the rules established in this circular letter is required.
Circular Letter no. 02-2020-2021
PUBLIC POLICY ON THE ENGLISH PROGRAM IN PRIMARY AND SECONDARY PUBLIC SCHOOLS
FROM THE PUERTO RICO DEPARTMENT OF EDUCATION
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Cordially,

signed link
Eliezer Ramos Parés, Lcdo.
Acting Secretary