Analyzing Arizona's Language Development Approach

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School

Grand Canyon University *

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Course

ESL-540

Subject

Linguistics

Date

Feb 20, 2024

Type

docx

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Uploaded by lalamartial

Samuella Martial Video Link https://www.loom.com/share/48106a2695d4476d948dce0b2476e605?sid=1c8cdb5f-eed2- 41ec-a8c3-421e78d75de9 Video Transcript English learners (ELs) in Arizona are students that need extra help to achieve academically and have limited English language skills. The state understands that to guarantee EL kids' academic achievement, it is critical to provide them with suitable instructional program models. English as a Second Language, or ESL, is the first model and it emphasizes teaching English language proficiency through specialized education. This strategy enables students to improve their English skills while also understanding academic information. English and the student's native tongue are taught simultaneously in bilingual education, which is another approach. To progressively move students toward full proficiency, this method seeks to preserve and enhance their natural language abilities. Making normal classroom education more accessible to English Language Learners is achieved through another program model called Sheltered English education. Instructors help these students grasp academic material by using simplified language, visual aids, and practical exercises. Structured English Immersion (SEI) being the most rigorous of these programs. EL students are fully immersed in an all-English setting and receive targeted teaching in speaking, listening, reading, and writing. Giving English Language Learners (ELLs) the language skills they need to excel academically is the main goal of Arizona's language development strategy. Encouraging these pupils to feel in charge of their education is known as "student agency." It’s important in their education because it enables them to actively participate in their language development process. Students grow more driven and involved in their own education when given the freedom to make decisions, create objectives, and evaluate their progress.

Arizona bases its approach to developing languages on four tenets. To facilitate language learning, it first places a strong emphasis on meaningful interaction between pupils. Its second main objective is to teach students language clearly, with a concentration on grammar, vocabulary, and other language elements. Thirdly, Arizona's method encourages critical thinking and problem-solving ability by giving challenging tasks. To track student development and offer tailored help, it also places a strong emphasis on continuous assessment and feedback. ELLs who have recently arrived and require intense English instruction can use the newcomer model, which is one of Arizona's approved research-based SEI models. Under the pull-out paradigm, ELLs are removed from regular classrooms to receive specialized English language training. The two-hour plan gives normal classrooms more time for English language development. Finally, by offering equal levels of instruction in both English and a second language, the 50-50 dual- language immersion strategy seeks to promote bilingualism. In addition to encouraging academic success and language competency, these models are made to cater to the various demands of ELLs. The Home Language Survey (HLS) and Arizona's English Language Proficiency Assessment (ELPA) are used in the process to establish program eligibility, placement, and reassessment. Students who could require English language assistance are identified as HLS. Their proficiency level is evaluated by ELPA. Extended time, bilingual dictionaries, streamlined instructions, and translated materials are typical accommodations during tests. These modifications guarantee a fair analysis.

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