Structured English Immersion Sei Program Multilingual Learners Ca

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...

La Mesa-Spring Valley (LMSV) families bring a variety of languages and cultures to our schools for which we are extremely grateful. We believe the diversity of our student population is a tremendous asset and improves the culture and learning environment of every school campus. We wholeheartedly welcome Multilingual English Learners (MELs) and their families to our district community, and we’re dedicated to supporting MELs on their journey toward English-language proficiency and high levels of achievement in the grade-level... The La Mesa Spring Valley School District provides an instructional program for Multilingual English Learners with the goal of developing proficiency in English and in the grade level California Content Standards. As a result, MELs will make appropriate progress through the curriculum as they acquire increasing competence in English. MELs are reclassified as fluent English proficient (FEP after meeting established State and District criteria to ensure that they have demonstrated English-language proficiency and academic achievement comparable to their English speaking peers.

The District provides two program options to Multilingual English Learners—Structured English Immersion(SEI) and Dual Language Immersion(DLI). The instructional setting in which students are placed is based on assessment results and parental preference. Students with less than reasonable fluency in English are placed in a Structured English Immersion (SEI) Program unless a parent has requested another program (EC 306). This program requires a properly credentialed teacher and includes daily English Language Development (ELD). Instruction in the core curriculum is designed for each level of English proficiency and may include Specially Designed Academic Instruction in English (SDAIE) and/or primary language support. A parent may request to have a student removed from an instructional setting (SEI or DLI) at any time, regardless of language proficiency level.

However, the student’s identification as an MEL and the school’s duty to assess language proficiency each year until the student is Reclassified as Fluent English Proficient (RFEP), is still required. The Dual Language Immersion program offers English speaking and Spanish speaking students an academically challenging and enriching educational opportunity. The program uses a research-based 50/50 model in which students receive half of their instruction in English and the other half in Spanish. Additionally, all MELs receive ELD instruction until the student is reclassified. All students will learn to read, write and communicate effectively in Spanish and English while achieving high levels of academic success. Students will have the bilingual skills and cross-cultural skills to be prepared for success in our diverse global community.

Students retain their first language while acquiring a valuable second language. Participation in Dual Language Immersion is recommended through 6th grade. When new students register in the La Mesa-Spring Valley School District, their parents or guardians complete the state-mandated Home Language Survey (see questions below). The district offers several programs for students who are English learners. In all of the programs, English learners receive concentrated instruction in the use of the English language that is appropriate for their grade and English language proficiency level. Such instruction must be provided by a teacher with advanced training in special strategies to help students increase their English proficiency and learn academic subjects taught in English.

Any student who lives in a home where a language other than English is spoken must take the California English Language Development Test (CELDT) within 30 days of his/her first date of enrollment in... The CELDT is then administered each year to "English learners" until they are reclassified as "fluent English proficient." CELDT results establish one of five proficiency levels for each student: Beginning, Early Intermediate, Intermediate, Early... The CELDT enables the district to monitor student progress in learning English and helps teachers diagnose students" instructional needs. SEI is an enriched English program that is designed for English learners at the Beginning, Early Intermediate and Intermediate levels of English proficiency. In most cases, SEI program students are clustered and purposefully placed according to English language proficiency level in grade-level classrooms that include native and fluent speakers of English. In these SEI "clusters," English learners typically make up about a third of the total students in the class.

In certain cases, an entire class may be composed of English learners with similar proficiency levels, as long as they qualify for the SEI program. SEI teachers provide daily English language development instruction and Specially Designed Academic Instruction in English (SDAIE). The MEC program is for English learners at the higher range of English proficiency (Intermediate, Early Advanced or Advanced). Many are simply continuing from a SEI program. English learner students are again clustered together in grade-level classrooms that include native and fluent English speakers. The daily English language development instruction targets high-level English academic skills and Specially Designed Academic Instruction in English (SDAIE) is provided in all core subject areas.

The Biliteracy program is for Spanish-speaking English learners. Students learn in both English (through SDAIE and English language development instruction) and their primary language, and maintain interaction with students enrolled in other programs. The primary language continues to be used at each grade level, while the percentage of daily instruction in English increases over time. English learners are sometimes grouped in full, grade-level Biliteracy classrooms, or are sometimes grouped within grade-level SEI or MEC classrooms during English instruction. Vision | What’s New | Terminology | Multilingual Education | English Learner Students | Research and Guidance | Technical Assistance | Special Populations of Multilingual Learners | Social Media and Communication California provides a world-class education that closes the achievement and opportunity gaps for all migrant, immigrant, and multilingual students, including English learner (EL) students and dual language learners (DLLs), preparing them to live, work...

The resources below are regularly updated to reflect the newest and most salient topics related to multilingual learners. The resources below provide information and guidance on multilingual education, including multilingual programs and recognitions. Language acquisition programs are educational programs designed to ensure English acquisition occurs as rapidly and effectively as possible, and to provide instruction to English Learners based on the state-adopted academic content standards, including English... All students identified as English Learners are automatically placed in the Structured English Immersion (SEI) Program. Structured English Immersion (SEI) Program: A language acquisition program for English learners in which all classroom instruction is provided in English, with a curriculum designed for pupils who are learning English. At minimum, students are offered daily Designated English Language Development (ELD) and access to grade level academic subject matter content through Integrated ELD in order to reclassify to Fluent English Proficient.

All schools are required to provide an SEI program for students. English Language Development (ELD) standards-based Designated and Integrated ELD instruction is a component of Universal Supports for all English learners under the Multi-Tiered System of Supports and incorporates the principles of Universal Design for... English learner instruction in San Diego Unified School District is based on a strong theoretical foundation influenced by current research in sociocultural learning theory. A key principle of sociocultural theory is the fundamental understanding that language learning takes place through social interactions. In order for students to develop the language necessary to excel academically, they need to be engaged in purposefully planned interactions that promote the development of academic language. All English Learners enrolled in secondary schools are placed into a designated ELD (dELD) course.

These dELD courses provide dedicated time to explicitly teach academic language found in core content. This instruction is based on the CA ELD Standards. Course placement is based on each student’s English proficiency level as determined by the Initial or Summative ELPAC as well as their EL typology. In addition to this designated ELD course, all students receive Integrated ELD in each of their core content classes in order to provide meaningful access to grade content standards. Below you will find the course options for designated ELD. (ELD) Courses are designed for English Learners who are newly enrolled in school in the United States and are at the Emerging and Expanding proficiency levels.

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.

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