Structured English Immersion Research Starters Ebsco

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.

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. 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. In the context of ESL, sociolinguistics informs instructional strategies that cater to the diverse backgrounds of English-language learners (ELLs), highlighting the need for awareness of cross-cultural communication styles. Additionally, it recognizes the role of social language acquisition in educational environments, where ELLs learn to navigate different registers and dialects. Sociolinguistic methods advocate for teaching approaches that incorporate real-life communication, thereby enhancing learners' ability to engage meaningfully in various social contexts.

By applying sociolinguistic principles, educators aim to create inclusive and respectful learning environments that support the linguistic and cultural identities of all students. This article provides an overview of English as a Second Language (ESL) in public schools, with special attention given to some of the sociolinguistic concerns informing ESL theory and program models. The sociolinguistic concept of communicative competence has been particularly influential in the field of ESL by shifting emphasis away from grammatical correctness and towards effective and culturally appropriate speech. Sociolinguistic findings highlighting cross-cultural differences in classroom communication have also been incorporated into modern thinking about ESL. Instructional and assessment strategies used in ESL include scaffolding, realia, and the teaching of speech acts and register variation, as well as differentiated scoring and pre-referral interventions. Keywords Communicative Competence; Differentiated Scoring; English-Language Learner (ELL); Pre-Referral Intervention; Register; Scaffolding; Second Language Acquisition; Sociolinguistic Methods; Speech Act

Language use varies according to a wide variety of social factors, including age, gender, education, and communicative context. The study of sociolinguistics—a branch of the field of linguistics—aims to understand the connection between language and society. Sociolinguistics is a subfield of linguistics concerned with the interaction between language and society. In particular, sociolinguists study how language use varies according to a range of social variables, such as age, gender, educational level, ethnic background, and communicative context. Modern approaches to English as a Second Language (ESL) instruction incorporate findings from sociolinguistic research to facilitate English-language learners' (ELL) second language acquisition (SLA) and comprehension of other core subject areas. 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. Research Starters in Language and Linguistics

Explore our comprehensive collection of research articles in this subject area, providing reliable context and citations for your research projects. `The strength of this book lies in its many strategies for English Immersion programs as well as help for the regular teacher as the English learner is mainstreamed. These strategies cover all grades, both elementary and secondary' - Nancy Law, Educational Consultant, Sacramento City Schools, California Structured English Immersion (SEI) offers Limited-English-Proficient (LEP) children an ideal format in which to learn. The goal is for these children to gain fluency in English as quickly as possible in a non-threatening setting and to move gradually into the mainstream. The author illustrates how SEI blends English grammar and vocabulary instruction with the teaching of content and provides concrete ideas and practical classroom examples for teachers and administrators who want to use SEI methodology.

This book is very helpful not only to LEP teachers, but also to administrators who are responsible for setting up a program. The strength of this book lies in its many strategies for English Immersion programs as well as help for the regular teacher as the English learner is mainstreamed. These strategies cover all grades, both elementary and secondary. Johanna Haver's material has great substance, both practical and effective.

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