Introducing
Your new presentation assistant.
Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.
Trending searches
English language learners are students who are not able to communicate in a fluent manner or be able to learn effectively in English (Garcia-Nevarez et al., 2005). ELL students may come from non-English speaking families and homes. This will require students to be given specialized or modified instruction to help them better learn English.
Students that use two different languages to speak in order to communicate with and learn from others. A student who can speak in two languages is considered bilingual when they can speak with proficiency (Garcia-Nevarez et al., 2005).
ESL is a word that is used to describe students who do not speak English as their first language. ESL can be considered English for speakers of other languages (Garcia-Nevarez et al., 2005). Students who speak another language such as Spanish as their first language would be considered an ESL student because they are learning how to speak English in school to help them with their learning.
Sheltered English Instruction is considered to be a set of strategies that were created to help English Language Learners to learn English and learn academic lessons as well (Levey & Polirstok, 2010). This is used in many different classrooms to encourage students to learn the English language. Being around peers can help ELL students better learn the English language.
Structured English Immersion (SEI) is when all students in a classroom are limited in their academic learning by their knowledge of the English language (Levey & Polirstok, 2010). AZELLA scores determine where a student is placed in proficiency and in what areas they are struggling with. These students can be categorized as pre-emergent, emergent, basic, or intermediate (Levey & Polirstok, 2010). SEI classrooms are created to make sure that students are being provided with multiple hours of the English language in hopes that this will help them learn the language more (Levey & Polirstok, 2010). This is implemented into all academic instruction in the classroom.
Arizona's Language Development Approach is based on having an understanding that ELL students are all valued members of the learning community (Levey & Polirstok, 2010). This is considered through the implementation of the four principles. Arizona's ELL students will develop a sense of agency, confidence, and determination when this approach is used.
Student agency is the motivation and drive that students take in their own learning. This helps students take become more aware and responsible of their own learning, education, and it really makes them think about the content that they are learning (Rios-Aguilar et al., 2012). As a teacher, we want to instill the importance into students of their education. Constantly encouraging ELL students or any student is going to give them confidence and make them feel like they can do it. It's important to be proud of yourself and that you can succeed in your learning (Rios-Aguilar et al., 2012).
Newcomer SEI Model: This is similar to the SEI Model because it includes assessments and clear expectations (Rios-Aguilar et al., 2012).
Two hour SEI Model: Students are assessed and given specific targets for language instruction that are relating to real world scenarios. Teachers can have an agenda of how many hours for this instruction that is required. Students are will be monitored closely to track their progress (Rios-Aguilar et al., 2012).
50-50 Dual Language Immersion: 50% of the time the class is being taught in their own language and then the other 50% are being taught in the secondary language (Rios-Aguilar et al., 2012).
Pull-Out SEI Model: Students can be pulled out of the classroom or away from peers within the classroom to work 1:1 with a specialized teacher to go over language development (Rios-Aguilar et al., 2012).