Slide PowerPoint Part 1: Terminology Explanation Of Arizona'

10 Slide Powerpointpart 1 Terminologyexplain Arizonas Definition Of

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).

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. Explain the process used to determine ELL program eligibility, placement, and reassessment, including the use of the Home Language Survey and Arizona’s English language proficiency assessment. Identify the standard accommodations available to ELLs for assessment.

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Introduction

Arizona's approach to English language learners (ELLs) is rooted in a comprehensive understanding of their unique needs and the most effective instructional strategies to support their language development while ensuring academic success. Central to this approach are clear definitions, principles grounded in research, and systematic assessment and placement procedures. This paper explores Arizona’s definition of an EL, reviews various instructional program models, elucidates the state's research-based language development principles, discusses its approved program models, and explains assessment and placement procedures for ELLs.

Arizona’s Definition of an English Learner (EL)

Arizona defines an English learner (EL) as a student aged 3 through 22 whose primary language is a language other than English and who has not yet achieved sufficient English proficiency to meet grade-level standards without additional language support (Arizona Department of Education [ADE], 2020). The state emphasizes that ELs require targeted instruction to develop their English skills while simultaneously acquiring academic content. This definition underscores the importance of both language proficiency and academic achievement as criteria for identification and support.

Instructional Program Models in Arizona

Arizona offers several instructional program models for ELs, each with different approaches to language and content integration. These are:

• ESL (English as a Second Language): Focuses primarily on teaching English language skills in specialized classrooms or pull-out settings, with limited integration of academic content in English.
• Bilingual Education: Provides instruction in both the student’s native language and English, aiming to develop proficiency in both languages and promote academic achievement across subject areas.
• Sheltered English Instruction: Integrates academic content with specially designed English instruction to make lessons comprehensible while promoting English language development, typically in mainstream classrooms.
• Structured English Immersion (SEI): Uses a sheltered approach where all instruction is in English, with adaptations and supports aimed at helping ELs acquire English quickly and effectively.

Each model varies in objectives, instructional strategies, and language use, allowing districts to tailor approaches based on student needs, program goals, and available resources.

Arizona’s Language Development Approach

Arizona’s Language Development Approach is anchored in research that emphasizes comprehensive support for ELs. The approach synthesizes findings suggesting that effective instruction combines linguistic, cognitive, and socio-cultural factors (Garcia & Rice, 2019). It recognizes student agency—the degree to which students actively participate and take ownership of their learning—as vital for successful language acquisition and academic progress.

Student agency fosters motivation, independence, and engagement, all of which are crucial for ELs navigating bilingual or multilingual environments. Arizona's approach promotes student choice and encourages ELs to set personal learning goals, select strategies, and reflect on their progress, empowering them to become active participants in their education (EPPI Centre, 2021).

The Four Principles of Arizona’s Language Development Approach

1. Holistic Development: Supporting linguistic, cognitive, and socio-emotional growth concurrently to foster balanced development.
2. Explicit and Intentional Instruction: Employing targeted, research-based teaching strategies to build language skills and content knowledge.
3. Student Agency: Encouraging ELs to take ownership of their learning through active participation, goal setting, and self-assessment.
4. Inclusive and Culturally Responsive Teaching: Valuing students’ cultural backgrounds and integrating them into instruction to enhance engagement and relevance.

Components of Arizona’s Approved Research-Based SEI Models

Arizona approves several research-based SEI models, each designed with specific features to meet diverse student needs:

• Newcomer Program: Designed for recently arrived ELs, offering intensive language support, basic academic skills, and social integration during the initial transition period (WIDA, 2022).
• Pull-Out Model: ELs are pulled out of mainstream classrooms during certain periods for targeted language instruction, allowing focused support without disrupting core content learning (Texas Education Agency, 2021).
• Two Hour Model: Provides at least two hours per day dedicated to SEI instruction, often in small groups, balancing language development with academic content.
• 50-50 Dual Language Immersion: Dual language programs aim for fluency and academic achievement in two languages, fostering biliteracy and cross-cultural competence (Case & Fraser, 2020).

Assessment and Placement Procedures

In Arizona, determining EL program eligibility involves a multi-step process primarily centered on the Home Language Survey (HLS), administered upon student registration. The HLS identifies students who speak a language other than English at home, prompting further evaluation.

Reassessment occurs annually to monitor progress and determine readiness for exit from EL services. Arizona employs the AzMERIT English language proficiency assessment, aligned with state standards and designed to measure progress in reading, writing, speaking, and listening skills. The assessment results ensure that students receive appropriate instruction and support tailored to their proficiency levels (Arizona Department of Education, 2021).

Standard accommodations are available during assessments to support ELs, including extended time, bilingual dictionaries, simplified directions, and a quiet testing environment, aimed at providing a fair evaluation of their skills (National Center for Educational Outcomes, 2019).

Conclusion

Arizona’s comprehensive framework for supporting ELs emphasizes clear definitions, research-based instructional models, an inclusive approach fostering student agency, and systematic assessment and placement procedures. By integrating these elements, Arizona aims to promote equitable educational opportunities that sustain language development and academic achievement for all EL students.

References

• Arizona Department of Education. (2020). English Language Learners (ELL) Program Guide. Phoenix, AZ.
• Arizona Department of Education. (2021). English Language Proficiency Assessment (AZELLA). Phoenix, AZ.
• Case, R., & Fraser, H. (2020). Dual Language Education: A Dual Path to Biliteracy and Cultural Competence. Journal of Multilingual Education.
• EPPI Centre. (2021). Student Agency in Multilingual Contexts.
• Garcia, O. & Rice, T. (2019). Successful Multilingual Classrooms: Strategies for Language Development and Content Achievement.
• National Center for Educational Outcomes. (2019). Assessment Accommodations for ELLs.
• Texas Education Agency. (2021). ELL Program Models and Strategies.
• WIDA. (2022). Newcomer Programs: Supporting Recently Arrived Students.