Analyzing Arizona’s Language Developmental Approach
Eric A. Lippi
College of Education, Grand Canyon University
ESL-545: Methods of Structured English Immersion for Secondary Education
Susan Lara
6 March 2024
Part 1: Terminology
The state of Arizona defines an English language learner as someone with a primary language other than English who does not have a sufficient proficiency score on the state’s testing procedures (Arizona English Language Learner Assessment) (AELLTF, 2014).
ESL, or English (as a) Second Language, where students are learning how to speak a second language. ESL teachers adopt the idea that English Learners have a primary language other than English and build upon those language skills to learn language (Diaz-Rico, 2018).
Bilingual refers to the competency in two or more languages. Bilingual language learning models allow for teaching in multiple languages (Diaz-Rico, 2018).
Sheltered English instruction, refers to multilinguistic content classrooms. Students are given language support alongside content specific class instruction, blending English speaking and intermediate nonnative English speakers or nonnative speakers operating at comparable proficiency (Diaz-Rico, 2018).
Structured English immersion models place ELLs in primarily English-based classes in order to be immersed in English language. More on SEI below.
Part 2: Four Principles of Arizona's Language Development Approach
Arizona’s Language Development Approach/ synthesis of the research
Arizona’s Language Developmental Approach posits that ELLS are valuable members of the communities that they are a part of; and that all educators share responsibility for promoting the success of English Language Learners (ADE, 2019). The approach is governed by four principles: 1.) Asset-Based Behaviors and Expectations, 2.) Integrated Instruction in Disciplinary Language and Content, 3.) Targeted and Explicit Language Instruction, and 4.) Assessment, Monitoring, and Feedback (ADE, 2019).
Student Agency
The Arizona Language Developmental Approach is meant to support the concept of student agency, that is, the sense of self-ownership of one’s own education, fostering confidence and determination. Students are meant to be empowered to take control of their own education and build direction and self-esteem based on the proper implementation of the Arizona Developmental Approach (ADE, 2019).
4 Principles
1. Asset-Based Behaviors and Expectations
This stems from the idea that English Learners bring assets to the school environment: linguistic resources and cultural knowledge. The programs and educators in the state for ELLs must align with this philosophy. For example: seeing ELLs as assets to the community requires educators to consequently: recognize multiliteracy as an asset respond to the strengths and needs of ELL students, and foster family, community, and school partnerships (ADE, 2019). Educators must reinforce growth mindsets, provide ELLs with opportunities to show competency, and address an EL student’s social, emotional, and physical needs (ADE, 2019). In essence, an asset-based approach to ELLs considers students valuable members of the community rather than a burden to be addressed
2. Integrated Instruction in Disciplinary Language and Content
Educators are all tasked with creating instruction that combines language and literacy with content. Content standards are implemented in conjunction with English Language Proficiency Standards to develop differentiated instruction to align with proficiency level (ADE, 2019). Educators accomplish this, among other methods, by modeling learning approaches so learners can construct meaning, immersing students in language and interacting with language, and differentiating content language using English Proficiency Standards. The Integrated instruction approach ensures that content teachers are implementing literacy and English learning in all classrooms, not just English itself (ADE, 2019).
3. Targeted and Explicit Language Instruction
Explicit language instruction, as opposed to integrated instruction, is intentional English instruction to support ELLS. Educators use the English Language Proficiency Standards in conjunction with English standards to help explicitly teach language to teach language (ADA, 2019).
4. Assessment, Monitoring, and Feedback
English Language Proficiency Standards are used in conjunction with diagnostic tools, formative assessment, and summative assessment to gauge ELLs progress and inform future instruction (ADE, 2019).
SEI models
Arizona requires schools with English Language Learners to provide Structured English Immersion (SEI) according to a list of approved models, keeping in mind the four guiding principals of the Language Developmental Approach (discussed previously); the structured English Immersion models are based in research and provide a solid framework for effective English Language Learner instruction (OELAS, 2023). The SEI models differ in their implementation of instruction; some models require students to do large blocks of explicit English instruction each day, while others split the instruction more evenly between explicit and integrated instruction. All models adhere to the principles of the Language Developmental Approach.
1. Newcomer
This model is aimed at newcomer English Language Learners. It provides a four-hour program with two hours of targeted English Language Development and two hours of Integrated English Instruction in core classes for math, Science, and Social Studies. This applies to students with less than two years of instruction in US schools or interrupted US education (FWUSD, Nd.)
2. Pull-Out
In this model, mainstream instruction is supplemented with instruction outside the normal classroom aimed at developing English skills (ASCD, 2004). One district implements targeted, or explicit English instruction is given at a rate of 60 minutes a day for k-5th grade and 50 minutes 6-12th grade, with instruction based on Arizona Language Proficiency Standards; and integrated English instruction for 60minutes daily for k-5 and 50 minutes daily for 6-12th grade, with this instruction based on grade level content-area standards integrated into content (DVUSD, N.d.).
3. Two Hour
Blocks together two hours daily targeted, or explicit English instruction classes based on Arizona Language Proficiency Standards. The remainder of student English instruction is accomplished in a student’s grade-level content area classes based on the content area standards with integrated expectations in class content (DVUSD, N.d.).
4. 50-50 Dual Language Immersion
50-50 Dual Language Immersion is when 50% of the content is taught in the Student’s 1st language and 50% English. This has been relegated to special waivered instances in the State of Arizona by Proposition 203, effective in the year 2000 (Dorman, 2023). Advocates of 50-50 Language Immersion have been protesting the repeal of the model in Arizona.
Resources
Arizona English Language Learners Task Force (AELLTF). (2014). Structured English Immersion Models. Arizona Department of Education. https://www.azed.gov/sites/default/files/2015/04/SEI%20Models.pdf?id=55257a8f1130c008a0c55ce3
Arizona Department of Education (ADE). (2019). Arizona’s Language Development Approach. State of Arizona, https://www.azed.gov/sites/default/files/2020/01/Arizona%27s%20Language%20Development%20Approach_December%20State%20Board%20Meeting_2019_rev2-25.pdf?id=5e149c9e03e2b32094fa7b5c
Arizona Department of Education (ADE). (2023) Home Language Survey. State of Arizona. https://www.azed.gov/sites/default/files/2018/08/Home%20Language%20Survey%20-%20Revised%2001-2020%20-%20Final.pdf?id=5b6b04791dcb2512d0e9eb55
ASCD. (2004). Teaching English Through English. https://www.ascd.org/el/articles/teaching-english-through-english
Diaz-Rico, L. T. (2018). Crosscultural, language, and academic development handbook, the (6th ed.). Pearson Education.
Dorman, K. (2023). Advocates bring nearly 3,000 signatures to Capitol in support of dual language model. Kjzz. https://kjzz.org/content/1852011/advocates-bring-nearly-3000-signatures-capitol-support-dual-language-model
Flowing Wells Unified School District (FWUSD). (N.d). English Language Learner Program. https://www.flowingwellsschools.org/our_district/federal_programs/title_i_i_i___language_instruction_for_english_lan
Office of English Language Acquisition Services (OELAS). (2023). SEI Overview: Superintendent’s Guide. Arizona Department of Education. https://www.azed.gov/sites/default/files/2023/06/SEI%20Models%20Overview%20-%20Superintendents%20Guide_2023ADEBranded%20%20.pdf
Deer Valley Unified School District (DVUSD). (N.d). New SEI Model Implementation. https://www.dvusd.org/Page/28348
Visual of the Arizona Language Development Approach (ADE, 2019)
Some Arizona parents are cross with the state for restricting 50-50 Dual Language Immersion (Dorman, 2023)
Part 3: Assessment and Placement
In order to set students up for success, Arizona students have two steps to qualify for ELL services. the first is the home language survey, and then the Arizona assessment for language proficiency.
The home language survey is a preliminary survey for determining ELLs. The Arizona home language survey has only three questions: “What language do people speak in the home most of the time?” ; “What language does the student speak most of the time?” ; and “What language did the student first speak or understand?” (ADE, 2023). The answers to determine if the student will take an Arizona English language learner assessment, so it is a prerequisite for the next step in English language learner services acquisition (ADE, 2023).
The Arizona assessment for language proficiency is the AZELLA, which is used to determine proficiency for nonnative English speakers, it includes a reading, writing, speaking, and listening component (AELLTF, 2014). After determining the student’s home language with the home language survey, the AZELLA is used to determine correct placement in classes and help determine where a student needs to be (what specific ELL group/class a student will be placed in); entering students will take the AZELLA to determine placement and then continuing ELLs are reassessed at the end of each school year to determine progress and replacement (AELLTF, 2014).