Arizona’s instructional program for English language learners is based on four

Arizona’s Language Development Approach for English Learners
Slide 1: Terminology

In Arizona, an English learner (EL) is defined as a student whose primary or home language is not English and who does not currently meet the state’s definition of proficient in English (Arizona Department of Education, 2019).
Key program models:

ESL (English as a Second Language): Focused English language instruction by an ESL specialist
Bilingual education: Instruction in both English and the student’s native language
Sheltered English instruction: Content instruction in English adapted to students’ English proficiency level
Structured English immersion (SEI): English-only instruction focused on rapid English acquisition

Slide 2: Arizona’s Language Development Approach

Synthesizes research on effective practices for ELs
Grounded in four key principles to guide instruction
Emphasizes student agency – developing students’ capacity to take purposeful initiative in their learning

Slide 3: Four Principles

Asset-based behaviors and expectations maximize learning opportunities.
Integrated English language development across content areas supports academic success.
Structured opportunities to engage in academic discussions build language and content knowledge.
Ongoing diagnostic and formative assessment informs instructional decisions.
(Arizona Department of Education, 2020)

Slide 4: Arizona’s Approved SEI Models

Newcomer model (for recent immigrant students with limited formal schooling)
Pull-out model (ELs receive focused English instruction outside the mainstream classroom)
Two-hour model (2 hours daily of SEI plus sheltered content instruction)
50-50 Dual Language Immersion (content taught 50% in English, 50% in another language)
(Arizona Department of Education, 2019)

Slide 5: Assessment and Placement

Home Language Survey identifies potential ELs
AZELLA (Arizona English Language Learner Assessment) determines proficiency level and program eligibility
Reassessment annually until proficiency criteria met
Standard accommodations for ELs (e.g. extended time, bilingual dictionary) on state assessments
(Arizona Department of Education, 2021)

References:
Arizona Department of Education. (2019). Structured English immersion models of the Arizona English language development standards. https://www.azed.gov/sites/default/files/2020/03/Structured%20English%20Immersion%20%28SEI%29%20Models%202019%20rev%202.21.2020.pdf?id=5e579a8e03e2b318244a50f5
Arizona Department of Education. (2020). The English language learner guide for success: Arizona’s language development approach. https://www.azed.gov/sites/default/files/2020/12/AZ%20LDA%20Doc%20FINAL%2012-08-20.pdf
Arizona Department of Education. (2021). AZELLA placement and reassessment. https://www.azed.gov/assessment/azella-placement-and-reassessment

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Arizona’s instructional program for English language learners is based on four principles called Arizona’s Language Development Approach. According to the Arizona Department of Education, these principles are based on the core idea that “all educators share the responsibility for promoting the success of English learners.”

Choose one of the following deliverables to complete this assignment:

10-12 slide digital presentation, including presenter’s notes with documentation of resources and a title slide.
3-5 minute video, include the video link, script, and documentation of resources in a separate document
Webpage, including documentation of resources in a separate document along with the digital link.
Utilizing the deliverable of your choice, present the following information about Arizona’s Language Development Approach to general classroom teachers:

Part 1: Terminology

Explain Arizona’s definition of an English learner (EL).
Briefly discuss the distinctions between the following instructional program models: ESL, bilingual, sheltered English instruction, and structured English immersion (SEI).
Part 2: Four Principles of Arizona’s Language Development Approach

Briefly describe Arizona’s Language Development Approach and the synthesis of the research around ELLs.
Explain student agency and its importance in the instruction of ELLs.
Explain each of the four principles of Arizona’s Language Development Approach.
Discuss components of Arizona’s approved research-based SEI models: Newcomer, Pull-Out, Two Hour, 50-50 Dual Language Immersion.
Part 3: Assessment and Placement

Explain the process used to determine ELL program eligibility, placement, and reassessment, including the use of the Home Language Survey and Arizona’s English language proficiency assessment.
Identify the standard accommodations available to ELLs for assessment.
If applicable, the deliverable should include graphics that are relevant to the content, visually appealing, and uses space appropriately. Refer to the “Recording, Editing and Uploading a Video or Podcast Guide,” if needed, to help you become familiar with how to create a video.

Support your deliverable with a minimum of three scholarly resources.

Submit the resources and your deliverable, or a link to your deliverable, in a Word document. Ensure that others can access and view the link prior to submitting.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.