Advanced Structured English Immersion Methods –

sei503

(3 credits)

This course addresses Structured English Immersion (SEI) instruction and assessment of K-12 English Language Learners (ELLs), and is designed to meet the standards set by the Arizona Department of Education. It examines the legal, historical, and educational reasons for SEI, as well as theoretical principles of language acquisition and the role of culture in learning. It also emphasizes the alignment of ELL Proficiency Standards to Arizona’s Academic Standards and their application to lesson planning. The Arizona English Language Learner Assessment (AZELLA), use of alternative assessments, analysis of data, and the application of data to instruction, are emphasized as well. A final project synthesizes the concepts and instructional strategies taught in the course.

This graduate-level course is 6 weeks. To enroll, speak with an Enrollment Advisor.

Topics and Objectives

English Language Learner (ELL) Proficiency Standards
- Define basic Structured English Immersion (SEI) terminology.
- Examine the format and the alignment of ELL Proficiency Standards to the Arizona Language Arts (Listening & Speaking, Reading, and Writing) Academic Standards.
- Explain the relevance of state-mandated achievement for ELLs.
- Use ELL Proficiency Standards to plan, deliver, and evaluate instruction.
- Demonstrate the integration of ELL Proficiency Standards in all content areas.
ELL Law R7-2-306
- Identify and list legal, historical, and educational reasons for SEI instruction.
- Explain key components of the current ELL law.
- Describe mandates of the ELL law and their implications for small and large districts.
Issues Related to ELL Instruction
- Determine appropriate multicultural issues that impact education.
- Outline the role of culture in learning.
- Examine educational responses to multicultural issues.
- Analyze sociocultural influences and issues related to ELL instruction.
- Evaluate district and school-related issues that influence ELL instruction.
Theoretical Principles of Language Acquisition
- List language acquisition theoretical principles.
- Grasp meaning of pre- and early-production strategies of students.
- Describe the Silent Period in language acquisition based on developmental processing.
Sociocultural Influences: Parent/Home/School
- Describe sociocultural aspects in defining a language system (Halliday, Wilkins, etc.).
- Discuss the impact of bilingualism and home language use.
- Examine parental and community sources for aiding English acquisition.
- Cultivate home and school partnerships and evaluate their effectiveness.
- Introduce Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP).
Instructional Strategies
- Identify effective grouping techniques.
- Identify effective cooperative learning strategies.
- Describe strategies to build vocabulary.
- Summarize strategies to provide comprehensible input.
- Apply strategies for maintaining student engagement to lesson planning.
- Determine means for extending SEI methods for English Language Development (ELD) instruction.
- Plan lessons based on prior knowledge.
- Integrate current materials in ELD instruction (lesson & text modifications).
- Explain ways to model and demonstrate a concept, skill or strategy.
- Extend SEI content methods (preview/review, content area reading & writing strategies, experiential methods).
- Analyze and apply vocabulary development approaches in the content areas.
- Select, adapt, and sequence current curricular materials to support ELD instruction.
- Discuss the importance of repeated practice and use.
- Develop a plan to deliver ongoing, specific and immediate feedback.
Assessment and Analysis of Data
- Integrate diagnostic, formative, and summative assessments for ELLs.
- Evaluate appropriate uses of formal and informal assessments to monitor student achievement and to guide instruction
- Identify the content and the use of the Arizona English Language Learner Assessment (AZELLA).
- Track student status and progress by interpreting summarized results of the Arizona English Language Learner Assessment (AZELLA) results.
- Create alternative methods of assessment.
- Implement an alternative assessment.
- Interpret and use “snapshots” of longitudinal data.
Application of Assessment Data Analysis
- Analyze and apply disaggregated data to differentiate instruction.
- Plan instruction based on standardized testing and language proficiency assessment.
- Design lessons to address academic deficiencies.
- Utilize assessment results for placement and accommodations for special education and gifted students.
Sheltered Instruction Observation Protocol (SIOP®) Model and Planning, Implementing, and Evaluating ELL Standards-Based Instruction in the Content Areas Arts
- Analyze key components and characteristics of the SIOP^® Model (adapted from Planning, Implementing, and Evaluation ELL Standards-Based Instruction in the Content Areas Arts).
- Apply the SIOP^®Model in lesson planning.
- Evaluate instructional planning and implementation.

The University of Phoenix reserves the right to modify courses.
While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Advisor.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.

Advanced Structured English Immersion Methods –

sei503

English Language Learner (ELL) Proficiency Standards

ELL Law R7-2-306

Issues Related to ELL Instruction

Theoretical Principles of Language Acquisition

Sociocultural Influences: Parent/Home/School

Instructional Strategies

Assessment and Analysis of Data

Application of Assessment Data Analysis

Sheltered Instruction Observation Protocol (SIOP®) Model and Planning, Implementing, and Evaluating ELL Standards-Based Instruction in the Content Areas Arts

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