Structured English Immersion in ArizonaSschools - Research Paper Example

?Structured English Immersion in Arizona schools Introduction Teaching English of the non-native speakers and has often been regarded as a severe task for the educators. Such teaching provides the possibility for teachers to enhance the ability of language learning among the students. The various learning programs intended for the students promote them an expansion and rapid growth in their language skills which has been noted as improving their interactions with others. Educational researchers have identified the tremendous influence of such language studies on students, how a well planned instruction making them comprehending the key words in English and effectively using them in their day today conversations. This is common knowledge that English language learners at pre-emergent and emergent levels are looking for a well balanced instruction which may make them capable of getting proficiency in good vocabulary, practical communication skills, grammar— the essential factors ensuring effective communication. Teachers have decisive roles in improving the skills of the students in English language. They have the roles of facilitators in arranging the classrooms, presenting the best possible model of the language, delivering focused lessons on foundational grammar skills, and providing feedback, guidance, and reinforcement that supplements the natural language learning abilities of students (English language proficiency (ELP) standards reading, 2007). Analyzing these factors one can see that the implementation of a new system of learning can certainly influence students in various ways to improve their language skills. Regarding the implementation of such a new system, the voters of Arizona passed a ballot initiative in 2000 that required all English language learners to be educated through Structured English Immersion (SEI) (Clark, 2009 42). Analyzing the features and strategies of SEI in promoting better educational background for English Language Learners, one can certainly regard it as the “best practice.” Documentation of history Analyzing the history of Structured English Immersion (SEI), Learner can comprehend the fact that it was Keith Baker and Adriana de Kanter introduced SEI in recommendation to schools to improve the process of teaching English for non-native speakers in Canada. Then SEI has achieved a new status in 1991as a result of advanced studies conducted by David Ramirez and he coined two basic components like teachers maximize instruction in English and teachers use and teach English at a level appropriate to the abilities of the ELL in the class (Clark 2009). As a result of adopting Proposition203 (English Language For Children in Public Schools) in November 2000 Arizona State established English as the official language of Arizona and demanded all public school education in the state be practiced in English. Charlene Rivera, Eric Collum states that; “ELL students are to be placed in a structured English immersion program for not more than 1 year, at which point they are mainstreamed in to English classrooms” (Rivera & Collum 2006, p.212). The web article The Case for Structured English Immersion gives valuable information about the implementation of SEI Programs in Arizona State. Kevin Clark said that Arizona’s English Language Learner Task Force launched in late 2006. In its initial stage many teachers and academics have confused with ESI programs with submersion. Some of them believed that the implementation of ESI task force in regular classrooms have little or no instructional modification. In spite of the jumble definitions, messages and grass root level emotions, educators and academics in Arizona district have implemented SEI programs in both elementary and secondary level. It is significant for a reader to understand that all materials and instructions in SEI programs are practiced in English since the beginning. Other important characteristics of SEI program is that it calls for direct, active and explicit instructional methods and strategies for SEI classrooms. Challenges for promoting language Structured English Immersion (SEI) programs have concentrated the process of improving language proficiency among the students and they have faced many challenges in promoting English as a stream of instruction. Conflicting ideologies, multiple metrics, and various approaches in class room instructions create practical obstacles in the process of promoting English language in schools. Another important thing is that selection of instructional techniques; strategies and pedagogy in accordance with diverse cultural and linguistic society make contributory challenges for promoting English language. Academics and educators have remarked the fact that all kinds of classroom activities like preparation of teaching materials, lesson plans and assessments are designed in English. Influence of the native language of the learner acts as a barrier in effective language acquisition program. Absence of trained educators and teachers often affect the smooth functioning of various programs in schools that enhance the use of English language. Instructional strategies Structured English Immersion (SEI), propounded by Kevin Clark has proposed various instructional strategies by which a learner has to undertake the task of learning English. These instructional strategies are the outcome of various researches that basically divided the strategies into three components: policy, structure, and classroom practices. One of the notable features of these components is their uniformity in all SEI models since they are reflecting the legal requirements established in state law. The implementation of the instructional strategies also takes into account other factors like the size of the school, the location of the school, the grade levels at the school, the number of English language learners and the percentage of English language learners, and so on (SEI Models of the English Language Leaner Task Force, 2007). The establishment of the Arizona English Language Learners (ELL) Task Force is another factor that really helped for the effective implementation of the instructional strategies. The Task Force, established under the authority of Laws 2006, Chapter 4, was charged with developing and adopting research based models of structured English immersion (SEI) programs to be used in school districts and charter schools in Arizona (SEI Models of the English Language Leaner Task Force, 2007). Clark (2009) quotes the words of Ramierz, Yuen and Ramey when they remarked about the instructional programs of SEI, specifically about its two components. According to them (1) Teachers maximize instruction in English and (2) teachers use and teach English at a level appropriate to the abilities of the ELLs in the class. Thus, one can see that the learning strategies of SEI basically focusing on the teachers, who are supposed to, as insisted previously, expand their usage of English in class rooms by comprehending the potentiality of the students and analyzing their abilities. Therefore, it is evident that the instructional strategies of SEI give due importance for English learning through systematic and structured ways by dissuading bilingual usage. Why SEI, the best practice? Studies proves that Structured English Immersion (SEI) programs is implemented in schools as a part of establishing English language as the official language of the state. Educators and academics widely accepted SEI programs because of its modified instructional strategies and techniques. In an SEI classroom teachers grouped their students based on their English language ability. It helps the teachers to design their lesson plans effectively. Professionals and educators have suggested that this kind of grouping is essential for successful lesson design and it is also useful for the learners. Another important thing is that SEI programs always ensure measurable success in learning the fundamentals of English. SEI programs make available gradual development in reading comprehension, enhanced writing skills and higher levels of achievements in core subjects that come from learner’s modified language skills. Kevin Clark gives the example of George Washington Elementary School in Madera, California for revealing the benefits of SEI programs. Author argues that; “District data analyses showed that after the first full year of SEI program implementation, the school gained 30 points on state test metrics, and English language growth rate tripled in grades, easily exceeding district and federal targets” (Clark, 2009). The reasons for schools implementing SEI are many and varied. Some of the states in America like California, Arizona and Massachusetts implemented these systems through the enactment of a law in their countries. The significance of SEI is increasing as a program designed to help the learners to prepare assignments in English. SEI becomes the best in the sense that this program helps the students for an overall change in their language use by spending one full school year (or longer, necessary). During this period the students are given enough training to improve their proficiency in speaking, reading, writing, and to get mastery in vocabulary. In order to teach the students the vocabulary, lessons are instructed in English. When the students prove their skills in English, they are allowed to join with their classmates to attend regular classes where all teaching is in English. It is to be noted that ‘Both in California and Arizona, state test reports show students learning English in an average of two years, and achieving passing scores on reading and math tests as well’(Bilingual Education, 2011). Many research conducted during modern times have clearly identified the SEI as promoting better results. ‘Thirty years of research shows that bilingual education: Does not lead to faster or better learning of English, Does not lead to better learning of school subjects, and Does not produce higher self-esteem in students’ (Bilingual Education, 2011). The Civil Rights Project, Policy in Practce: The implementation of Structured English Immersion in Arizona, by Karisa Peer et al (July 2010) have clearly identified the effective implementation of SEI in Arizona schools. The study has also identified that ‘ELLs are physically, socially, and educationally isolated from their non-ELL peers; they are not exiting the program in one year, raising serious questions about the time these students must remain in these segregated settings; reclassification rates are a poor indicator of success in mainstream classrooms; and the four-hour model places ELLs at a severe disadvantage for high school graduation.’ As such, they need a special program intended to improve their language skills, and the implementation of SEI has really helped to overcome this problem (Peer et al, 2010). SEI proposes the view that “English is the language of instruction; students and teachers are expected to speak, read, and write in English. Accelerated programs like SEI are based, in part, on the comprehensible output theory (Swain, M. 1985). SEI is promoting programs for students to get mastery over complex English language sentences. SEI programs are supported with material in English and the teachers and instructional support staffs are instructed to speak English. Limiting the usage of the students’ home language keeps the goal of SEI programs clear. Another peculiarity of SEI programs is that it never regards English as a foreign language. ‘Structured English Immersion programs reject the notion that teaching in English is that same as teaching English and that complex language skills can be learned through osmosis’ (Clark 2010, p.45). Students are given enough training in pronunciation skills, listening skills; word building; word-order rules; a wide range of vocabulary (synonymous, antonymous, survival vocabulary, academic word groups); and formulaic expressions not easily explained by grammar analysis (Clark, 2010 p.46). Thus, it is clear that SEI is focusing on the complicated aspects of language and making it simplified for the English Language Learners. Discussion and Findings Teaching English Language has often been regarded as a difficult task that the teachers have to make groupings to plan and execute their lessons effectively. Structural English Immersion (SEI) programs provide teachers the facilities to plan their lessons and make groupings for the structured four hours class. The proposed research has identified that the implementation of SEI programs can obviously help the students to get proficiency in English language. The research has led the researcher to the following findings. The SEI program suggests various roles for the teachers that it regards teachers as the facilitators who have the duties to arrange the classrooms, presenting the best possible model of the language, delivering focused lessons on foundational grammar skills, and providing feedback, guidance, and reinforcement that supplements the natural language learning abilities of students English language proficiency (ELP) standards reading, 2007). Structured English Immersion was implemented in Arizona when the voters passed a ballot initiative in 2000. It was Keith Baker and Adriana de Kanter who introduced SEI in recommendation to schools to improve the process of teaching English for non-native speakers in Canada. Thus it is clear that SEI is mainly focusing on the non-native speakers and their proficiency in handling complex sentence structures. This is also identified that SEI achieved a new status in 1991as a result of advanced studies conducted by David Ramirez and he coined two basic components like teachers maximize instruction in English and teachers use and teach English at a level appropriate to the abilities of the ELL in the class. Arizona district have implemented SEI programs in both elementary and secondary level which, the government is planning to propose in other levels. The SEI programs have basically divided the strategies into three components: policy, structure, and classroom practices. These strategies also take into account certain other factors like the size of the school, the location of the school, the grade levels at the school, the number of English language learners and the percentage of English language learners, and so on. SEI proposes specific plans or packages for teachers and students. The proposed research has identified that teachers maximize instruction in English and (2) teachers use and teach English at a level appropriate to the abilities of the ELLs in the class. SEI is particularly focusing on the gradual development of students reading writing, and aims at higher levels in core subjects through sophisticated and perfected languages. One of the very significant findings in this research is that ‘Structured English Immersion programs reject the notion that teaching in English is that same as teaching English and that complex language skills can be learned through osmosis (Clark 2010, p.45).’ The SEI program regards “English is [as] the language of instruction; students and teachers are expected to speak, read, and write in English. Accelerated programs like SEI are based, in part, on the comprehensible output theory (Clark 2010, p.46). The findings that SEI is more effective than the bilingual education is to be taken for granted in the proposed research. The following study undoubtedly proves the dominance of SEI on bilingual education. ‘Thirty years of research shows that bilingual education: Does not lead to faster or better learning of English, Does not lead to better learning of school subjects, and Does not produce higher self-esteem in students’ (Bilingual Education, 2011). Here the study asserts that the implementation of SEI can bring tremendous changes in the language proficiency of the ELL. Conclusions The proposed study leads one to the inference that the implementation of SEI in Arizona schools had a greater impact among the students and the teachers and as such, it exerted a decisive role in uplifting the educational standards of that country. The critical analysis of the research topic unveils the fact that the Structured English Immersion in Arizona schools could influence and attract many students to English language learning. The SEI programs are well structured and it can certainly make the students aware of the systematic study of English language. The program has been designed for the students of the school and secondary levels to help them improving their language skills; specifically focusing on reading, writing, speaking and listening. The classes are scheduled for one year, four hours per day with the support of a well structured lesson plan and materials. The students are grouped by considering their ability in language use. To conclude, one can infer that Structured English Immersion (SEI) has a vital role in promoting best language use in Arizona schools. Analyzing the features and strategies of SEI in promoting better educational background for English Language Learners, one can certainly regard it as the “best practice.” References Bilingual Education. (2011). The nation’s leading English Language Advocates. Retrieved Feb 22, 2011 from http://www.proenglish.org/projects/bilingual-education Clark, Kevin. (2009). The case for Structured English Immersion. Educational leadership, Retrieved Feb 22, 2011 from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200904_clark.pdf English language proficiency (ELP) standards reading (2007). Retrieved Feb 22, 2011 from http://www.ade.state.az.us/oelas/downloads/3-FinalReadingStandards-Revised11-12-07.pdf Peer et al (2010). Policy in practice: the implementation of Structured English Immersion in Arizona. Civil rights project, Arizona University. Retrieved Feb 22, 2011 from http://civilrightsproject.ucla.edu/research/k-12-education/language-minority-students/policy-in-practice-the-implementation-of-structured-english-immersion-in-arizona/lillie-policy-practice-sei-2010.pdfRivera, Charlene., Collum, Eric.(2006). State assessment policy and practice for English language learners: a national perspective, illustrated edition, Routledge. Swain, M. (1985) Communicative competence: Some roles of comprehensible output in the development in its development. S. Gass & C.Madden (Eds.), Input in second language acquisition(pp. 235-256). New York: Newbury House. Structured English Immersion Models of the English Language Leaner Task Force. (2007). 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