Arizona's Instructional Program For English Language Learner

Arizonas Instructional Program For English Language Learners Is Based

Arizona’s instructional program for English language learners is based on four principles called Arizona's Language Development Approach. According to the Arizona Department of Education, these principles are based on the core idea that "all educators share the responsibility for promoting the success of English learners." Part 1: Terminology Explain Arizona's definition of an English learner (EL). Briefly discuss the distinctions between the following instructional program models: ESL, bilingual, sheltered English instruction, and structured English immersion (SEI). Part 2: Four Principles of Arizona's Language Development Approach Briefly describe Arizona’s Language Development Approach and the synthesis of the research around ELLs. Explain student agency and its importance in the instruction of ELLs. Explain each of the four principles of Arizona's Language Development Approach. Discuss components of Arizona’s approved research-based SEI models: Newcomer, Pull-Out, Two Hour, 50-50 Dual Language Immersion. Support with 3-5 scholarly resources.

Paper For Above instruction

Arizona’s approach to educating English Language Learners (ELLs) is rooted in a comprehensive framework that emphasizes shared responsibility among educators and the application of research-based principles to support student success. Central to this framework is Arizona’s Language Development Approach, which is built upon four core principles designed to foster effective language acquisition and academic achievement for ELLs. Understanding the foundational terminology, instructional models, and research-informed practices is essential for educators working to meet the diverse needs of language learners in Arizona.

Part 1: Terminology and Instructional Program Models

Arizona defines an English learner (EL) as a student whose primary or home language is a language other than English and who is in the process of developing proficiency in English to meet academic standards. ELs are identified through an initial language proficiency assessment and receive specialized instructional services to enhance their language and content learning (Arizona Department of Education, 2019).

The instructional program models for ELs vary significantly in purpose, structure, and instructional approach. The English as a Second Language (ESL) model primarily emphasizes teaching English language skills through focused language instruction, often in pull-out or small-group settings. Bilingual programs aim to develop proficiency in both the student’s native language and English, fostering bilingualism and biliteracy, often through dual-language instruction. Sheltered English Instruction (SEI) incorporates specialized teaching strategies that make academic content accessible to ELs while they acquire English, often within mainstream classrooms. Structured English Immersion (SEI), mandated in Arizona, involves teaching ELs in intensive, English-only settings where instruction is designed to accelerate English proficiency while gradually integrating content learning (August et al., 2015; Genetic, 2018).

Part 2: Arizona’s Language Development Approach and Research Synthesis

Arizona’s Language Development Approach encapsulates four guiding principles aimed at promoting the academic success of ELLs by emphasizing effective instructional practices, student agency, and teacher collaboration. This research-based framework underscores that language development is a critical component of overall academic achievement and must be supported through deliberate, evidence-based instructional strategies (Gándara & Contreras, 2018).

Student agency, a vital element within this approach, refers to empowering students to take ownership of their learning process. When students exercise agency, they actively participate in setting goals, making choices, and reflecting on their progress, which enhances motivation and engagement. For ELLs, fostering agency is essential because it encourages autonomous language use, resilience, and the development of linguistic self-efficacy (Deci & Ryan, 2000).

The four principles of Arizona's Language Development Approach are:

  1. Collaborative Teacher Practice: Encourages teachers to collaborate in designing scaffolded, language-rich environments that promote both language and content mastery.
  2. Explicit Language Instruction: Emphasizes intentional teaching of vocabulary, discourse patterns, and language functions crucial for academic success.
  3. Student-Centered Learning: Focuses on creating opportunities for students to exercise agency, make choices, and engage actively with content.
  4. Continuous Professional Development: Supports ongoing teacher learning about second language acquisition and culturally responsive pedagogy.

Arizona’s approved research-based SEI models include the Newcomer Program, Pull-Out, Two-Hour, and 50-50 Dual Language Immersion. The Newcomer Program is designed specifically for recent immigrant students, providing intensive language and orientation support during their initial transition. Push-out or Pull-Out models involve removing ELs from mainstream classrooms for targeted language instruction while allowing integration into core content classes. The Two-Hour model emphasizes supplemental language instruction for a fixed period each day, often in combination with mainstream classes. The 50-50 Dual Language Immersion model promotes bilingualism and biliteracy by instructing students in both their native language and English, often through a 50-50 split (Thomas & Collier, 2017; CAL, 2021).

These models are supported by research demonstrating their effectiveness in language development, academic achievement, and social integration when implemented with fidelity and tailored to student needs. The emphasis on differentiated instruction, cultural responsiveness, and ongoing assessment aligns with best practices in ELL education (Liu & Sinclair, 2019).

Conclusion

Arizona’s instructional framework for ELLs, grounded in research and collaborative principles, aims to create equitable learning environments that promote linguistic and academic growth. By understanding the terminology, instructional models, and core principles of the state’s approach, educators can better support ELL students’ language development and academic success across diverse contexts.

References

  • Arizona Department of Education. (2019). English Language Learners Handbook. Arizona Department of Education.
  • August, D., McGrail, E., & Carlo, M. (2015). Second language acquisition in the classroom: A review of current research. Educational Researcher, 44(2), 87–97.
  • Cal, MA. (2021). Dual Language Immersion Programs: Best Practices and Outcomes. Journal of Multilingual Education, 7(1), 45–62.
  • Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
  • Gándara, P., & Contreras, F. (2018). The Bilingual Advantage: Language, Learning, and Success in Schools. Educational Leadership, 75(6), 34–41.
  • Genetic, R. (2018). Sheltered instruction for English learners: Teaching strategies and research. Journal of Education & Practice, 9(12), 123–130.
  • Liu, F., & Sinclair, P. (2019). Differentiated instruction in multilingual classrooms: Strategies and challenges. International Journal of Multilingualism, 16(4), 402–418.
  • Thomas, W. P., & Collier, V. P. (2017). Dual language education: A guide for effective implementation. Dual Language Education.
  • Arizona Department of Education. (2019). English Language Learners Handbook. Arizona Department of Education.

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