EDC287 M1A1 SEI in Arizona

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School

Pima Community College *

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Course

287

Subject

Linguistics

Date

Oct 30, 2023

Type

pdf

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Uploaded by jamieschumaker

1 SEI in Arizona by Jamie Schumaker 1. Describe the demographic and home-language composition of the K-12 EL population in Arizona. As of 2020, 7.4% of the public school population in the State of Arizona were English language learners (National Center for Education Statistics 2022). According to a 2016 demographic study by Julie Sugarman and Courtney Geary of the Migration Policy Institute (2018), approximately 935,000 people who reside in the state (14% of the state population) are foreign-born (para 3). Spanish-Castilian made up approximately 75% of the home-languages spoken, with Arabic being the second largest spoken language at 2% (Table 4). This corresponds with the National Center for Education Statistics percentage distribution of home-language across the United States, with approximately 75% of home-language spoken being Spanish- Castilian (2022 Table 1). The U.S. Census Bureau reports only 32% of the population of the State of Arizona identifies as Hispanic (a Spanish-speaking person, which includes Spain and Latin American or other Spanish-speaking countries, regardless of race) in July 2022. 2. Define and describe the diversity of ELs (e.g., LTEL, RAEL, SIFE) as well as special populations within those subgroups (e.g., refugee, migrant, immigrant, Native American). English language learners (ELs) are not confined to Spanish-speakers, even though 75% of EL students’ home -language in the United States is Spanish-Castilian (National Center for Education Statistics 2022 Table 1). According to the assigned Colorín Colorado website ’s Special Populations: English Language Learners (2020), English language learners come into the

2 school with a broad background of knowledge and experience. Students with interrupted formal education (SIFEs) are ELs who have attended more than one school or have left school for a period of time. Long-term ELs (LTEL) are ELs who have been in the U.S. public school system for seven or more years, yet still lag in academic standards for English. Recently arrived English learners (RAEL) are students who have entered school for the first time. RAEL is the most diverse group of ELs. These students are from all grade levels, have a variety of education backgrounds, may have poor home-language literacy skills, or may have some English proficiency already (Umansky, et.al. 2018 para 2). Subgroups fall primarily into RAEL or SIFE categories of English language learners. This includes children of migrant workers, who travel from school to school as their parents follow the crops and who sometimes work in the fields as well; internationally adopted children, who may only speak the language of their native country but are now resident children of U.S. parents; refugee or unaccompanied minors, who may enter the U.S. under traumatic circumstances; and Indigenous-language speakers from any country, who may have received a sub-standard education due to limitations within the native country’s education system. 3. Explain the process used to determine EL program eligibility in AZ, including the Home Language Survey and the Arizona English language proficiency assessment (AZELLA). The Home Language Survey is a tool that parents fill out to determine what language is primarily spoken in the home. If it is not English, it is assumed that the student will be deficient in English language skills and a formal assessment is needed. In Arizona, the AZELLA is a standards- based assessment used to measure a student’s English language proficiency based on

3 the test-publisher's designated scores. If a student is deemed not proficient, that student is placed in an English language program. They are then tested annually to determine progress and hopefully phased out of the program. 4. Define SEI as it is used in Arizona. SEI is defined as Structured English Immersion that requires 120 minutes of English Language Development (ELD) per day for grades K-5, and 100 minutes of ELD for grades 6-12. This must include oral and written language instruction through teaching, support, text, and other materials through either the Pull Out, Two-Hour, Newcomer, or 50 50 Dual Language Immersion models. Targeted and explicit language instruction, integrated instruction, asset-based behaviors and expectations of what students can do rather than what they cannot, and assessment, monitoring and feedback are all part of Arizona’s language development approach to SEI. 5. Compare and contrast Arizona's four instructional models for SEI. Currently, the four models for SEI are Pull Out, Two-Hour, Newcomer, and 50 50 Dual Language Immersion. According to the Arizona Department of Education SEI Models Overview (2020), they are similar in that the expectation for success is high and that teachers should have access to a multitude of performance data on the ELs progress. They are different in that integrated and additional instruction time in English varies. 6. Explain how Arizona’s Move On When Reading legislation impacts ELs.

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4 The Move On When Readin g legislation impacts ELs by limiting the number of years of English language instruction to be deemed proficient. The exception to students being held back in the third grade is less than two years of English language SEI instruction. Students who are retained may end up with different teachers than they had, which reduces the connection students may feel with a teacher they’d been with the year prior. Further, students who are held back may be required to have more reading instruction than traditional students, which paints an additional “target” of deficiency on the student held back and lowers their self-esteem, something that ELs struggle with already.

5 References Arizona Department of Education. (2020). Move On When Reading Overview. Retrieved from https://d2l.pima.edu/content/enforced/616413- 30383.202330/resources/MOWR%20Overview.pdf?_&d2lSessionVal=mS27dK7r5j2Fm Sm7Q48D0W3bD&ou=616413 Arizona Department of Education. (2020). SEI Models Overview. Retrieved from https://www.azed.gov/sites/default/files/2020/03/SEI%20Models%20Overview%20Prese ntation%20for%20Website.pdf?id=5e5fccb203e2b318348c8eaa National Center for Education Statistics. (2022). English Learners in Public Schools. Retrieved from https://nces.ed.gov/programs/coe/indicator/cgf Sugarman, J. & Geary, C. (2018). English Learners in Arizona: Demographics, Outcomes, and State Accountability Policies. Migration Policy Institute . Retrieved from https://www.migrationpolicy.org/sites/default/files/publications/EL-factsheet2018- Arizona_Final.pdf Umansky, I., Hopkins, M., Dabach, D. B., Porter, L., Thompson, K., Pompa, D. (2018). Understanding and supporting the educational needs of recently arrived immigrant English learner students: Lessons for state and local education agencies. Washington, DC: Council of Chief State School Officers. Retrieved from https://ccsso.org/sites/default/files/2018- 04/Understanding%20and%20Supporing%20the%20Educational%20Needs%20of%20R AIELs.pdf U.S. Census Bureau. (2022). Quick Facts: Arizona. Retrieved from https://www.census.gov/quickfacts/AZ