Analyzing Arizona’s Language Development Approach

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Feb 20, 2024

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1 Analyzing Arizona’s Language Development Approach Erin Donegan Department of Education, Grand Canyon University ESL-546: Methods of Structured English Immersion for K-12 Education Melissa Grinstead January 24, 2024

2 Video Link: https://www.loom.com/share/454379df196a4be995570be033f17075?sid=3297da27-f73c-4ef9- a4b7-c0bdd902df4c Part 1: Terminology Arizona’s definition of Englis learner (EL) is a student whose native language is not English. From Arizona State English Learners, “most of theses students tend to have trouble These students have trouble reading, writing, speaking, and understanding English to a degree affecting their achievements in the classroom” (State of Arizona Office of the Auditor General, 2011). From INSTRUCTIONAL MODELS AND STRATEGIES FOR TEACHING ENGLISH LANGUAGE LEARNERS ,” ESL is English as a second language that has a program that offers instruction in English to learners. The students native language plays a little to no role when it comes to these programs even when the teachers or bilingual aides can off some support in their native language, even giving directions” (Moughamian et al., 2009). Bilingual programs will use both the student’s native language and English language for teaching to develop their skills in two languages. The students that attend these programs are expected to develop bilingual proficiency (State of Arizona Office of the Auditor General, 2011). From the State of Arizona Office of the Auditor General, “Sheltered English Instruction is when the instruction is given in English and the student’s native language is only used. Educators can modify their English to help increase student comprehension.

3 Structured English Immersion are programs that are delivered in English but students receive native language support that will gradually decrease as they become more proficient in English. The core curriculum includes English language development and some content areas that instruction use strategies to focus on the needs of second language learners” (State of Arizona Office of the Auditor General, 2011). Part 2: Four Principles of Arizona’s Language Development Approach When it comes to Arizona’s Language Development Approach, it is a four-principal approach that promotes the success of ELLs. It was developed to have evidence based methods and non- negotiable elements of comprehensive instruction program for English learners that live in Arizona (Arizona Department of Education, 2019). From Student Agency: Promoting Student Engagement , “ When looking at the diagram, the outer ring represents the overall goal of language and content instruction for English learner students which is student agency. Student agency is a student-centered learning concept which includes the implementation of variety of activities that are considered both meaningful and important learners” (Starke, 2021). Student agency is important when it comes to ELL because many of them come to the U.S. without thinking they really are. The first one ensures that the systems and programs leverage students’ linguistic assets and cultural resources as well as provide them with opportunities to demonstrate these contributions (Arizona Department of Education, 2019). The second principle, it identifies the role of educators to have integrate language and literacy development with content in the classroom. The third principle, outlines how educators should create opportunities to intentionally support ELL students so they can develop the discourse practice that they need to engage with grade level (Arizona Department of Education, 2019). The last principle describes how schools and

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4 districts use the English Language Proficiency Standards, some various diagnostic tools, formative assessment practices, and summative assessments to determine the progress of ELL students’ language and content knowledge to influence instruction (Arizona Department of Education, 2019). When it comes to the SEL models, EL students will be grouped by Proficiency level and level to extent possible for ELD instructions (Moughamian et al., 2009). There is a Newcomer model that is geared towards students that have limited English . Then there is pullout model that is used in elementary school. Students are pulled out for extra help. Two hour model has the students stay in the classroom with English speaking students. The 50-50 dual language immersion is when students receive half of English and half of the their language for learning. Part 3 Arizaona measures students’ language by both placement and reassessment. Students have to take the assessment once per year until they score high. If they reach a high score, then for 2 years they are watched to make sure they are doing good in general education classrooms.

5 References Arizona Department of Education. (2019). Arizona’s Language Development Approach . Arizona Department of Education. https://www.azed.gov/sites/default/files/2020/01/Arizona%27s %20Language%20Development%20Approach_December%20State%20Board %20Meeting_2019_rev2-25.pdf?id=5e149c9e03e2b32094fa7b5c Moughamian, A. C., Rivera, M. O., & Francis, D. J. (2009). INSTRUCTIONAL MODELS AND STRATEGIES FOR TEACHING ENGLISH LANGUAGE LEARNERS . https://files.eric.ed.gov/fulltext/ED517794.pdf Starke, K. (2021, February 9). Student Agency: Promoting Student Engagement . TeachHUB. https://www.teachhub.com/teaching-strategies/2021/02/student-agency-promoting- student-engagement/ State of Arizona Office of the Auditor General. (2011). Arizona English Language Learner Program . https://www.azauditor.gov/sites/default/files/ELL_Highlights.pdf

Analyzing Arizona’s Language Development Approach

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