Analyzing Arizona's Language Development Approach
pptx
keyboard_arrow_up
School
Grand Canyon University *
*We aren’t endorsed by this school
Course
0500
Subject
Linguistics
Date
Apr 3, 2024
Type
pptx
Pages
10
Uploaded by JusticeOkapiMaster555
ANALYZING ARIZONA'S LANGUAGE DEVELOPMENT APPROACH
SAVANNAH LEE
ESL-436
WHAT IS AN ENGLISH
LEARNER? •
An English Learner refers to an individual whose native language is not English.
•
In Arizona, an English Learner (ELL) is defined as a student experiencing difficulties in reading, writing, and comprehending English. These students typically require targeted instruction in both the English language and their academic subjects. The determination of whether a student is an English learner or not is made using a home language survey distributed to all students.
INSTRUCTIONAL PROGRAM MODELS •
ESL
-
ESL stands for English as a Second Language. This program is provided to international students with the goal of not only teaching them English but also enhancing their language proficiency.
•
Bilingual
-Instructing students in the utilization of two languages.
•
Sheltered English Instruction -
This program provides grade-level content instruction that is not only delivered in English but is also designed to be easily understandable for those who are learning.
•
Structured English Immersion (SEI)
-This program represents a classroom where all students exhibit limited English proficiency, as determined by scores from an assessment known as AZELLA.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
ARIZONA'S LANGUAGE DEVELOPMENT
THIS APPROACH EMPHASIZES THAT ELL STUDENTS ARE EQUALLY IMPORTANT AND VALUED MEMBERS OF OUR COMMUNITY, JUST LIKE OTHER STUDENTS. IT IS OUR RESPONSIBILITY AS EDUCATORS TO ENSURE THE SUCCESS OF THESE STUDENTS.
PRINCIPLE 1: ASSESSED-BASED BEHAVIORS AND EXPECTATIONS •
This principle is grounded in the acknowledgment of English Learners (EL) and the diverse languages and cultures they bring with them to school. Additionally, it is the educator's responsibility to foster a safe, respectful, and valued environment for these students.
PRINCIPAL 2: INTEGRATED INSTRUCTION IN DISCIPLINARY LANGUAGE AND CONTENT •
This principle revolves around the integration of language and literacy into daily learning. To ensure success, educators incorporate content standards alongside the English Language Proficiency Standard, addressing variations in language proficiency levels. Moreover, this principle instructs in both language and content.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
PRINCIPAL 3: TARGETED AND EXPLICIT LANGUAGE INSTRUCTION •
The core emphasis of this principle lies in addressing the knowledge, skills, and language proficiency of English Language (EL) students. The curriculum associated with this principle is designed to enhance students' understanding of English, placing particular emphasis on the four key domains: reading, writing, listening, and speaking. By prioritizing these areas, the principle aims to support EL students in cultivating confidence, finding their voice, and fostering a sense of self-efficacy in their language proficiency.
PRINCIPAL 4: ASSESSMENT, MONITORING AND FEEDBACK •
Assessments serve as a means for teachers to gain insights into their students' understanding, knowledge, and capabilities. Two primary types of assessments, formative and summative, are employed for this purpose. Progress monitoring, a form of ongoing assessment, allows educators to track a student's learning over time. For instance, if a child receives Title tutoring, the Title teacher might conduct progress monitoring every few weeks to gauge the student's progress and grasp of the material. Feedback plays a crucial role in guiding teachers and students, helping them identify necessary steps to provide support in both content comprehension and academic language development.
ASSESSMENT AND PLACEMENT •
The assessment is known as AZELLA, an acronym for Arizona English Language Learner Assessment. Its purpose is to evaluate the proficiency of English Language Learner (ELL) students in the English language. Upon completing the assessment, students are assigned to an ELL program until they demonstrate proficiency and can exit the program. Proficiency is determined by their performance on the AZELLA Assessment, requiring a score of 250 or above for testing out of the ELL program. Students who do not achieve this score will remain in the program, undergoing annual assessments until they meet the proficiency criteria for program exit.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
RESOURCES •
Azella Assessment.” Arizona Department of Education, 14 July 2023, www.azed.gov/assessment/azella
•
2Arizona English Language Learner Program - Azauditor.Gov www.azauditor.gov/sites/default/files/ELL_Highlights.pdf. Accessed 9 Aug. 2023
•
019 English Language Proficiency Standards - Arizona Department Of www.azed.gov/sites/default/files/2020/09/2019%20ELPS%20Guidance
•
%20Document.pdf. Accessed 10 Aug. 2023
•
Structured English Immersion Models - Arizona Department of Education www.azed.gov/sites/default/files/2015/04/SEI
%20Models.pdf? id=55257a8f1130c008a0c55ce3. Accessed 8 Aug. 2023