Analyzing Arizona's Language Development Approach

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Grand Canyon University *

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440N

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Linguistics

Date

Feb 20, 2024

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pptx

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Uploaded by MatePigeon4015

Analyzing Arizona's Language Development Approach Erin Zacharias College of Education-Grand Canyon University ESL-440N: Methods of Structured English Immersion for Elementary Education Anila Hylviu January 26, 2024

What is an English Learner (EL)? STUDENT LEARNING ENGLISH AS SECOND LANGUAGE NON-NATIVE SPEAKERS OF ENGLISH DIVERSE LINGUISTIC AND CULTURAL BACKGROUNDS ADDITIONAL SUPPORTS SPECIALIZED INSTRUCTION ACCOMMODATIONS AND MODIFICATIONS

Distinctions Between Instructional Program Models English as a Second Language (ESL) ESL model vary in schools Bilingual Model Student’s native language Structured English Immersion English-only model Sheltered English Instruction Students grouped based on language needs

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Arizona’s Language Development Approach Critical Role of English Language Learners Four principles Effective instructional program Providing opportunities Focus on academic content Culturally responsive teaching practices Create positive classroom environment

Student Agency and its Importance Ability of students to control their learning Meaningful and relevant activities Leadership over learning Targeted and explicit instruction Learn language through open- ended opportunities Select tools and strategies Leads to greater success and achievement

Principle One: Asset-based Behaviors and Expectations Emphasizes importance of recognizing diverse backgrounds Utilizing unique knowledge Linguistic and cultural knowledge into classroom programs Expectations aligned to meet needs Appreciate biliteracy Inclusive classroom culture Students feel welcomed and valued

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Principle Two: Integrated Instruction in Disciplinary Language and Content Instructional planning Integrate and differentiate instruction Collaborate to identify EL standards Differentiate instruction Scaffolding Materials and resources to support learning

Principle Three: Targeted and Explicit Instruction Aim and develop language skills Meeting state academic standards Explicit and targeted instruction Tailored to specific needs of each grade level Align teaching methods Students receive well-rounded education

Principle Four: Assessment, Monitoring, and Feedback Assessment, data, and evaluation Measure comprehension levels Determine changes in instruction Differentiate instruction Provide support Short cycle of formative assessments Evaluation for special education services

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 Comprehensive curriculum  Utilizes research based methods  Structured English Immersion  Policy  Structure  Classroom practices  Instructional strategies  Promote language development Components of Arizona’s Research- based SEI Models

References: National Education Association. (2019). English Learners. https://www.nea.org/advocating-for-change/new-from-nea/engl ish-learners Barron, B., & Darling-Hammond, L. (2010). Powerful learning: Studies show deep understanding derives from collaborative methods of teaching. Journal of Teacher Education, 61(3), 222-231. Colorado, C. (2015, December 1). Program Models for Teaching English Language Learners. [Blog post]. Retrieved from HTTPS://WWW.COLORINCOLORADO.ORG/ARTICLE/PROG RAM-MODELS The Language Development Approach of Arizona. (n.d.). https://www.azed.gov/english-language- learners/language- development-approach/ Arizona Department of Education. (2019). English Language Learner Program Models, Language Instruction Educational Programs (LIEPs), and Common Program Models. https://www.azed.gov/english- language-learners/el- program-models/

Analyzing Arizona's Language Development Approach

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