sei301 | undergraduate
Advanced Structured English Immersion Methods
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.
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ELL Law R7-2-306
- Describe mandates of the ELL law and their implications for small and large districts.
- Identify and list legal, historical, and educational reasons for SEI instruction.
- Explain key components of the current ELL law.
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.
- Integrate current materials in ELD instruction (lesson & text modifications).
- Explain ways to model and demonstrate a concept, skill or strategy.
- Determine means for extending SEI methods for ELD instruction.
- 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.
- Extend SEI content methods (preview/review, content area reading & writing strategies, experiential methods).
- 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.
- Plan lessons based on prior knowledge.
Theoretical Principles of Language Acquisition
- List language acquisition theoretical principles.
- Describe the Silent Period in language acquisition based on developmental processing.
- Grasp meaning of pre- and early-production strategies of students.
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.
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.
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).
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