Structured English Immersion In Esl Instruction Ebsco

Bonisiwe Shabane

-Nov 1, 2025, 4:39 AM

structured english immersion in esl instruction ebsco

Structured English Immersion (SEI) is an educational approach designed to teach English as a second language to Limited English Proficient (LEP) students, ensuring they gain proficiency in English while also learning academic content. This method has been mandated in various states, requiring LEP students to receive instruction primarily in English unless they qualify for an exemption. SEI originated from concepts of bilingual immersion programs, with the aim of rapidly transitioning students into mainstream classes. There are diverse implementations of SEI across states like California, Arizona, and Massachusetts, each with its own goals and instructional strategies. The SEI model emphasizes English-only instruction but may incorporate some native language support to enhance comprehension and emotional comfort for students. Federal laws protect the educational rights of LEP students, ensuring that they receive appropriate resources and instruction tailored to their language proficiency levels.

However, challenges remain, including disparities in academic achievement between LEP and English-proficient students, highlighting ongoing debates around the effectiveness of SEI and its variations. Ultimately, SEI aims to create an inclusive learning environment that respects cultural diversity while addressing the unique needs of English language learners. Structured English Immersion (SEI) is a method of teaching English as a second language. Several states have passed legislation mandating the use of Structured English immersion in service of Limited English Proficient (LEP) students unless otherwise exempted by waivers. This paper briefly introduces the concept of LEP and Federal LEP program expectations and educational access rights as they apply to SEI and all LEP programs. The bilingual Canadian concept of language immersion, upon which the original concept of structured English immersion was based, is introduced with the varying definitions of what SEI is or is not.

Diverse applications of SEI in the states of California, Massachusetts, and Arizona are presented. Keywords Bilingual Education; English Immersion; English Language Development (ELD); English Language Learners (ELL); English as a Second Language (ESL); Immersion Education; Primary Language (L1); Second Language (L2); Limited English Proficient (LEP); No Child Left... According to the US Department of Education (2004), there are 5.5 million limited English proficient (LEP) students whose first language is other than English. While, eighty percent of LEP children have the ability to speak Spanish, over four hundred first languages exist for the US LEP population as a whole. All of these children face the challenge of learning academic skills and content, and most often not in their first language (Collier & Thomas, 2007) in addition to developing proficiency in the English language. Structured English Immersion (SEI) is a teaching methodology designed to help speakers of other languages quickly and effectively acquire English.

This approach focuses solely on English language acquisition, contrasting with bilingual education programs that support maintaining a student's primary language alongside English learning. Advocates of SEI argue that it offers a more efficient and cost-effective means for English language learners (ELLs) to achieve proficiency. Originating in Canada in the 1980s, SEI drew inspiration from French immersion programs, but its implementation in the United States has sparked controversy, particularly regarding its perceived role in promoting English over native languages. SEI programs typically follow a set of best practices, including dedicating a significant portion of the school day to English instruction and grouping students by their proficiency levels. While many SEI programs are employed in K–12 public schools, they often face opposition from proponents of bilingual education, who argue for a more balanced approach to language learning. The effectiveness of SEI can vary based on adherence to established frameworks, and its political implications remain a topic of discussion across various states.

As the demand for effective English instruction continues, Structured English Immersion is likely to remain a focal point in educational debates. Structured English immersion refers to a specific methodology for teaching English to speakers of other languages. Unlike approaches that seek to maintain the primary language of English language learners (ELLs), structured English immersion programs concentrate solely upon the acquisition of English as the end goal of instruction. Advocates for bilingual education often decry the use of structured English immersion, but its advocates tout it as a relatively quick and inexpensive way to build English proficiency for ELLs. Research supports that structured English immersion tends to be more effective than bilingual education for improving the academic achievement of ELLs. As with most language acquisition programs, structured English immersion is predicated upon adherence to an evolving framework of best practices.

Structured English immersion was first put forth by Keith Baker and Adriana de Kanter in a 1983 recommendation to the Canadian government as a way to quickly and inexpensively assist non-English speakers become fluent... Canadian use of structured English immersion was based upon the success of Canada’s French immersion programs for native English speakers. Use of structured English immersion programs in the United States, however, has sometimes been used as a way to force speakers of other languages to acquire English. Structured English immersion programs in the United States have often been advocated over bilingual education programs that encourage the maintenance of the ELLs primary language while also teaching English. A variety of models exist for instructing English to speakers of other languages. While ELLs can acquire English at any age, most English acquisition programs are used in K–12 public schools.

Transitional bilingual education involves instruction in a child’s native language in an effort to ensure that he or she will not lose ground in mathematics, social studies, and science while learning English. These programs can last six or more years, although most attempt to transition the students out after three years. Dual language immersion programs are designed to assist both native English speakers and ELLs to become bilingual and biliterate. These programs often begin in Kindergarten with 90 percent of instruction in the minority language and 10 percent in English, with the goal of equally dividing the languages among curriculum by the time children... Studies suggest that dual language immersion programs are highly effective, although difficult to implement due to the cost of using two teachers or the scarcity of qualified personnel who speak certain minority languages. Early immersion in foreign-language instruction is an educational approach that integrates a second language into the core curriculum for young children, typically starting in kindergarten.

This method, predicated on the Critical Period Hypothesis, suggests that early childhood is the most effective time for language acquisition. In an early immersion program, at least 50% of the curriculum is delivered in the target language, allowing students to learn subjects while simultaneously developing language skills. Unlike enriched second language programs, which focus on one or two subjects in a foreign language, early immersion provides a comprehensive educational experience comparable to traditional schooling. Students in these programs often achieve fluency in the second language by around age ten or eleven, and research indicates they tend to outperform peers in traditional language learning contexts. Furthermore, immersion education fosters not only linguistic abilities but also cognitive advantages, such as enhanced memory and problem-solving skills. Students often develop a deeper appreciation for diverse cultures and greater tolerance for different ethnicities.

While parents may need to commit to the program for several years, the long-term benefits of bilingualism and cognitive development make early immersion an appealing option for many families seeking a holistic approach to... An early immersion program provides a foreign language education to children by teaching school subjects in that targeted language. Such programs are structured around the idea that the easiest time to learn another language is in early childhood. Early immersion programs offer students a full scholastic curriculum that is the same as those provided to their peers in standard educational settings, except that at least 50 percent of all material is taught... This enables a second language to be used as an instructional tool in addition to the object of study. Programs that are specifically and strictly 50/50 are often referred to as dual language programs, while immersion programs strive to immerse the students in one specific language that is different from their primary language.

Dual language programs also often specifically mix children who are native speakers and non-native speakers in order to promote dual language engagement in the classroom. Programs in which one or two subjects are taught in a foreign language are not technically early immersion programs; these are instead called "enriched second language programs." Similarly, English-as-a-second-language (ESL) programs, which allow students... Children enrolled in an early immersion program usually begin in kindergarten—that is, when they are five or six years old. Parents are asked to commit their children to the program for the full duration of elementary school because the results of these programs are not fully evident until several years after enrollment. Children may even initially lag behind their counterparts in some subjects during the early years of the program. Children from families in which English is not the language of the home represent a rapidly increasing percentage of students enrolled in U.S.

schools. Language minority students can be found in schools across the country, not just those in large cities or in areas near the U.S.-Mexican border. All schools must be prepared to meet the challenge of an increasingly diverse student population, including many students who are not proficient in English. The effectiveness of various program models for language minority students remains the subject of controversy. Although there may be reasons to claim the superiority of one program model over another in certain situations (Collier 1992; Ramirez, Yuen, and Ramey 1991), a variety of programs can be effective. The choice should be made at the local level after careful consideration of the needs of the students involved and the resources available.

ESL programs (rather than bilingual programs) are likely to be used in districts where the language minority population is very diverse and represents many different languages. ESL programs can accommodate students from different language backgrounds in the same class, and teachers do not need to be proficient in the home language(s) of their students. This is generally used in elementary school settings. Students spend part of the school day in a mainstream classroom, but are pulled out for a portion of each day to receive instruction in English as a second language. This is generally used in middle school settings. Students receive ESL instruction during a regular class period and usually receive course credit.

They may be grouped for instruction according to their level of English proficiency. Teaching English as a Second Language (ESL) involves the formal instruction of English to individuals whose native language is not English, typically immigrants, international students, or refugees living in English-speaking countries. This instruction focuses on developing essential communication skills in reading, writing, speaking, and listening, which are crucial for students to enroll in educational institutions, secure employment, and navigate daily life in their host country. Various teaching methodologies are employed within ESL programs, including the Silent Way, Total Physical Response, and scaffolding, each catering to different learning needs and styles. The demand for ESL instruction has grown significantly, reflecting demographic shifts and increasing globalization, particularly in the United States, where a substantial percentage of school-aged children now speak a language other than English at... As a result, educational institutions have implemented numerous ESL programs, yet challenges remain regarding resources and the efficacy of these programs in addressing the diverse needs of learners.

Key issues in the ESL community include debates on the best instructional environments and methods, such as inclusion versus separation in classrooms. ESL educators often need to consider factors like the age and native language literacy of students to tailor effective teaching strategies. Overall, ESL represents a critical component of language acquisition, promoting cultural integration and access to opportunities for non-native English speakers. English as a Second Language (ESL) is defined as the formal instruction of English to those (usually immigrants, international students, or refugees) whose native language is not English but who live in an English... Through instruction in reading, writing, speaking, and listening, ESL provides the necessary communication skills to help nonnative speakers enroll in school, obtain employment, and function effectively in the host country. Common instructional methods are the silent way technique, total physical response, scaffolding, the direct approach, the whole language approach, and the interactive student centered approach.

Among the unresolved issues in the ESL community are inclusion, mainstreaming, and separation. Keywords Bilingual Act of 1968 (Title VII); Bilingualism; English as a Foreign Language (EFL); English as a Second Language (ESL); Immersion; Inclusion; L1 Learners; L2 Learners; Lau v. Nichols; Limited English Proficient (LEP); Mainstreaming; Non-English Speaking (NES); Scaffolding; Separation; Teachers of English to Speakers of Other Languages (TESOL); Teaching Methods; Test of English as a Foreign Language (TOEFL) Recent patterns of economic globalization and significant demographic shifts in the United States have created a pressing need for viable English proficiency programs. The current trends suggest that one of the largest growing groups in this country is people who speak English as a second language. The ESL population among students K–12 in the United States grew 138 percent between 1979–1999, and in the early years of the twenty-first century, one out of every five students spoke a language other...

The US Census Bureau reported in 2011 that 58 percent of US residents five years and over spoke a language other than English at home (US Census Bureau, 2013). By the year 2020 it is predicted that 50 percent of school-aged children will be of non-Euro-American background (Harper & de Jong, 2004). Programs for English Learners Home | Structured English Immersion | Dual Language Immersion | Developmental Bilingual | Transitional Bilingual Structured English Immersion (SEI) is a language acquisition program for English learner (EL) students in which nearly all classroom instruction is provided in English, but with curriculum and a presentation designed for pupils who... At minimum, a local educational agency (LEA) will offer SEI as a program option for EL students. Education Code Section 306 (c).

English Language Arts (ELA)/English Language Development (ELD) Framework for California Public Schools, Kindergarten Through Grade Twelve (2015) The ELA/ELD Framework provides guidance to LEAs and educators on the implementation of the state-adopted California Content... English Language Development (ELD) Standards This CDE web page includes the State Board of Education-adopted California ELD standards, ELD video series, information, and resources to assist LEAs in designing, implementing, and enhancing integrated and... Sociolinguistics is a subfield of linguistics that explores the relationship between language and society, focusing on how language use varies across different social contexts and demographic factors such as age, gender, ethnicity, and education. This discipline examines not only the structural aspects of language but also the sociocultural implications of how and why certain linguistic choices are made in various situations. A significant application of sociolinguistic research is in the field of English as a Second Language (ESL), where understanding communicative competence has become central to effective language teaching. This shift emphasizes the importance of culturally appropriate speech and social interaction over mere grammatical correctness.

Structured English Immersion In Esl Instruction Ebsco

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