sei300 | undergraduate

Structured English Immersion (elective)

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This course will introduce students to the concept of and methods for instructing in a Structured English Immersion (SEI) environment. Students will learn about assessment of K-12 students, state standards, research-based instructional activities, and lesson planning and implementation models. Students will study how a learner-centered approach to teaching can provide English Language Learners (ELL), as well as native English speakers, with a greater opportunity to interact meaningfully with educational materials as they learn subject matter and EL Learners acquire English.

This undergraduate-level course is 6 weeks This course is available as part of a degree or certificate program. To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 6 weeks

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    ELL Proficiency Standards for Listening and Speaking, Reading, and Writing

    • Demonstrate the integration of ELL Proficiency Standards in all content areas.
    • Examine the format and the alignment of ELL Proficiency Standards to the state Language Arts (Listening and Speaking, Reading, and Writing) Academic Standards.
    • Use ELL Proficiency Standards to plan, deliver, and evaluate instruction.

    Data Analysis and Application

    • Analyze and apply disaggregated data to differentiate instruction.
    • Interpret and use "snapshots" of longitudinal data.
    • Track student status and progress on the ELL proficiency standards using the Stanford English Language Proficiency (SELP) results or your state's assessment.

    Learning Experiences: SEI Strategies

    • Analyze and apply vocabulary development approaches in the content areas.
    • Plan lessons based on prior knowledge.
    • Identify and use multiple strategies to improve student achievement.
    • Integrate comprehensible input; on-going, specific, and immediate feedback; grouping structures and techniques; building background and vocabulary development; and student engagement.
    • Extend SEI methods for beginning ELD (TPR Storytelling, contextual clues, Narrative Approach).
    • Describe the Silent Period (ways of responding, developmental processes).
    • Grasp meaning of pre- and early production strategies of students.
    • Integrate current materials in ELD instruction (lesson and text modifications).
    • Extend SEI content methods (preview/review, content area reading and writing strategies, experiential methods).
    • Select, adapt, and sequence current curricular materials.

    Formal and Informal Assessment

    • Integrate diagnostic, formative, and summative assessments for ELLs.
    • Create and offer multiple assessments.
    • Use assessment results for placement and accommodation for special education and gifted students.
    • Use standardized testing and language proficiency as methods for monitoring student progress.

    SEI Foundations Objectives

    • Outline the role of culture in learning.
    • Know the legal, historical, and educational reasons for Structured English Immersion (SEI).
    • Know basic SEI terminology.
    • List language acquisition theoretical principles.
    • Introduce Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP).

    Parent/ Home/ School Scaffolding

    • Examine parental and community sources for aiding English acquisition.
    • Identify the socio-cultural influences on ELLs (language shift, identity issues, role of culture in learning).
    • Discuss the impact of bilingualism and home language use.
    • Cultivate home and school partnerships.

    Sheltered Instruction Observation Protocol (SIOP)

    • Evaluate a lesson using the SIOP instrument.
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    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 Representative.

    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.