Analyzing Arizona's Language Development Approach

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ESL546

Nicolina Torchia

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English Language Learner

In Arizona, an English learner (EL) refers to a student who has a primary or home language other than English and has difficulty speaking, reading, writing, or understanding English. These students require specialized support and instructional strategies to develop their English language proficiency while also accessing the academic content.

ESL (English as a Second Language):

ESL focuses on teaching English language skills to students whose native language is not English. In this model, English learners receive specialized instruction in English language development.

Bilingual Education

An instructional program model that provides instruction in both the students' native language and English. The goal of this approach is to develop bilingualism and biliteracy, allowing students to maintain and develop their native language skills while acquiring English proficiency

Instructional program models

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Sheltered English Instruction

An instructional approach that is designed to make academic content more accessible to English learners. In this model, content-area teachers modify their teaching strategies and use simplified language, visual aids, and other supports to help English learners comprehend the subject matter while also developing their English language skills.

Structured English Immersion (SEI)

An instructional program model that provides a comprehensive approach to rapidly developing English language proficiency in English learners. English learners receive specialized English language instruction for a significant portion of the school day. The instruction is highly structured, and the curriculum is designed to support the rapid acquisition of English language skills.

Arizona's Language Development Approach is a framework developed by the Arizona Department of Education to guide the instruction and support provided to English learners (ELs) in the state. It is based on the synthesis of research and best practices for promoting the academic and language development of ELs.

Assessment, Monitoring, and Feedback

Asset-Based Behaviors and Expectations

Teachers recognize that students who speak different languages bring valuable knowledge and culture to the school. They create a friendly environment that respects students' backgrounds and strengths. By doing this, students feel more confident and believe in their abilities to succeed.

Teachers use tests and regular checks to see how well students are doing in their language and subjects. They give helpful feedback to guide students' learning and set their own goals. By doing this, students learn to track their progress and become better at learning on their own.

Integrated Instruction in Disciplinary Language and Content

Targeted and Explicit Language Instruction:

Teachers combine language learning with the subjects they teach. They use methods that help students understand difficult topics and use language effectively. By doing this, students feel more in control of their learning and can express themselves better.

Teachers provide clear and specific language lessons to help students use language better. They make sure students can understand and use language to talk about their school subjects. By doing this, students become more independent and better at thinking and solving problems.

The Newcomer Model is designed for ELs who have recently arrived in the United States and have limited English proficiency. It provides intensive English language instruction along with orientation to the school and community. The focus is on building foundational English skills and providing a supportive environment to help newcomers adjust to their new educational setting.

Newcomer Model:

Pull-Out Model

The Pull-Out Model involves pulling ELs out of their regular classroom for a portion of the day to receive specialized English language instruction. In this model, ELs work in small groups or individually with an ESL specialist, focusing on developing their English language proficiency. After their language instruction, they rejoin their regular classroom for content instruction.

Components of Arizona's Approved Research-Based SEI Models:

The Two Hour Model dedicates typically two hours of intensive English language development instruction. ELs receive focused language instruction that incorporates research-based strategies to accelerate their English language proficiency. This model is designed to help ELs rapidly acquire English skills while also engaging with grade-level content.

Two Hour Model

50-50 Dual Language Immersion

The 50-50 Dual Language Immersion model is a bilingual education approach where ELs receive instruction in both English and their native language. The instruction is divided equally between the two languages, allowing ELs to develop bilingualism and biliteracy. The goal is for ELs to become proficient in both languages and to access academic content in both languages throughout their education

Determining ELL Program Eligibility, Placement, and Reassessment

Home Language Survey (HLS):

The process begins with the Home Language Survey, which is typically administered to all students during the enrollment process. The HLS collects information about the language(s) spoken at home and the student's language background. If a language other than English is reported on the survey, further assessment for English proficiency may be required.

English Language Proficiency Assessment

In Arizona, the English Language Proficiency Assessment is used to determine the English language proficiency level of students who have a language other than English reported on the Home Language Survey. The assessment measures the students' abilities in listening, speaking, reading, and writing in English. Based on the assessment results, students are classified into different English proficiency levels.

ELL Program Placement

Reassessment

After the English Language Proficiency Assessment, students are placed in appropriate English language development programs based on their proficiency level. The specific program models, such as ESL, bilingual, sheltered English instruction, or structured English immersion, are determined based on the student's needs and available resources within the school or district.

ELL students are regularly reassessed to monitor their progress in English language development. In Arizona, students are reassessed annually using the state-approved English language proficiency assessment to determine their ongoing English proficiency levels. The reassessment helps to ensure that students receive appropriate instructional support and accommodations based on their evolving language needs.

Clarification of Directions: Explain and clarify test directions in both English and the native language of student, using simplified language when necessary.

Extended Test Time: Allow ELLs additional time to complete tests, considering that language barriers may affect their response speed.

Individual or Small Group Testing: Administer tests individually or in small groups to create a more comfortable and focused environment for ELLs.

Standard Accommodations Available to ELLs for Assessment

Arizona Department of Education. (2019). Arizona's Language Development Approach: December State Board Meeting. 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. (2020). Newcomer Model. https://www.azed.gov/sites/default/files/2020/01/Newcomer%20Model%2003.27.2020.pdf?id=5e348a3c03e2b316d8ba1bbb

Arizona Department of Education. (2020). Pull-Out Model. https://www.azed.gov/sites/default/files/2020/01/Pull-Out%20Model%2003.27.2020.pdf?id=5e348a5803e2b316d8ba1bc1

Arizona Department of Education. (2020). Two-Hour Model. https://www.azed.gov/sites/default/files/2020/01/Two-Hour%20Model%2003.27.2020.pdf?id=5e348a7503e2b316d8ba1bc7

Colorín Colorado. (n.d.). Identifying Needs for ELL Program Placement. https://www.colorincolorado.org/article/identifying-needs-ell-program-placement

Colorín Colorado. (1933). Program Models for Teaching English Language Learners. https://www.colorincolorado.org/article/program-models-teaching-english-language-learners

Office of the Auditor General (Arizona). (June, 2011.). English Language Learner Programs in Arizona: A Follow-Up Report. https://www.azauditor.gov/sites/default/files/ELL_Highlights.pdf

Young, J. W., & King, T. C. (2008). Testing Accommodations for English Language Learners: A Review of State and District Policies. https://files.eric.ed.gov/fulltext/ED563044.pdf

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