Dec 06, 2021  
2021-2022 College Catalog 
    
2021-2022 College Catalog
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EDC 286 - Structured English Immersion Methods

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

Introduction to Structured English Immersion (SEI) methods, designed to meet state standards for pre-service and in-service educators of English Language Learners (ELLs). Includes SEI foundations, ELL proficiency standards, second language acquisition, home/school partnerships, assessment, data analysis, instructional strategies, digital tools, and lesson planning.

Information: Meets SEI Endorsement requirements for the Arizona Department of Education.
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Course Learning Outcomes
1. Discuss the rationale for Structured English Immersion (SEI) in Arizona. (Interstate Teacher Assessment and Support Consortium (InTASC 9, 10))

2. Identify strategies for cultivating home/school partnerships. (InTASC 3)

3. Identify developmental stages of second language acquisition. (InTASC 1)

4. Compare the English Language Learner Proficiency (ELP) Standards with the Arizona K12 Standards for English/Language Arts (ELA). (InTASC 4)

5. Describe instructional strategies for fostering student achievement. (InTASC 5, 8)

6. Adapt curricular materials and lesson plans for ELLs. (InTASC 2, 7)

7. Examine and interpret assessments for ELLs. (InTASC 6)


Outline:
I.       Foundations of Structured English Immersion (SEI)

         A.   The legal, historical, and educational reasons for SEI

         B.   Basic SEI terminology

         C.   Language acquisition theoretical principles

         D.   The role of culture in learning

II.       ELL Proficiency Standards

            A.   Comparison of English Language Learner Proficiency (ELP) Standards and the Arizona K12 Standards for ELA/Literacy

         B.   Domains of the ELP Standards

         C.   Integration of ELP Standards across content areas

         D.   Use of ELP Standards to plan, deliver, and evaluate instruction

III.      Second Language Acquisition

         A.   Developmental stages of language acquisition

         B.   The silent period

         C.   Students’ pre- and early- production strategies

         D.   Vocabulary development approaches in the content areas

         E.   Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP)

IV.     Home/School Partnerships

         A.   Sociocultural influences on ELLs and the role of culture in learning

         B.   The impact of bilingualism and home language use

         C.   Parental and community sources for aiding English acquisition

         D.   Strategies for cultivating home/school partnerships for ELLs

V.      Formal and Informal Assessment

         A.   Diagnostic, formative, and summative assessments for ELLs

         B.   Importance of creating and offering multiple assessments

         C.   Use of assessment results for placement and accommodation of special education and gifted students

         D.   Use of standardized testing and language proficiency as methods for monitoring student progress

VI.     Data Analysis and Application

         A.   Examination of the Arizona English Language Learner Assessment (AZELLA)

         B.   The AZELLA Student Report

         C.   Examination and interpretation of snapshots of longitudinal data

         D.   Tracking student status and progress on the ELP standards using AZELLA results

         E.   Analysis and application of disaggregated data to differentiate instruction

VII.    Instructional Strategies

         A.   Strategies for engaging ELL


Effective Term:
Full Academic Year 2020-2021



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