sei500 | Graduate

Structured English Immersion

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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 examine the legal and historical foundations of structured English immersion (SEI) foundations, the English Language Proficiency (ELP) Standards, SEI identification, and the application of assessment data to instruction. Students are also introduced to instructional elements and language development of English learners in elementary grades, including language acquisition theories, elements of language, and language domains. Culturally relevant instruction for English learners and family and community engagement are also explored. This course is designed to meet the standards set by the Arizona Department of Education.

This graduate-level course is 6 weeks This course is available to take individually or 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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    Cultural Influences and Family/Community Engagement

    • Differentiate between the diverse populations that make up the EL demographic and the factors influencing their language acquisition.
    • Explain the role of cultural competency in English language instruction.
    • Examine sociocultural influences on EL students.
    • Describe the impact of bilingualism and home language use on EL students.
    • Identify inclusive family and community engagement practices for aiding English language acquisition.

    Differentiating Instruction for English Learners

    • Explore the Universal Design for Learning (UDL) framework as an approach to English language instruction for diverse learners.
    • Modify a lesson based on the UDL principles.
    • Identify strategies for adapting content and curricular materials, including technology, for different English language proficiency levels.

    Structured English Immersion (SEI) Foundations

    • Explain historical events, legislation, and landmark cases that have impacted English language education.
    • Discuss current societal trends and issues in English language education.
    • Examine basic Structured English Immersion (SEI) terminology.

    English Language Proficiency (ELP) Standards

    • Examine the format and the alignment of the English Language Proficiency (ELP) Standards to the Arizona English Language Arts Standards (Reading, Writing, Speaking and Listening, and Language).
    • Identify strategies for adapting content for students of different English language proficiency levels.
    • Compare the progression of skills in the proficiency levels of the ELP Standards.

    Language Development

    • Describe language acquisition theoretical principles.
    • Identify the elements of language (phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics).
    • Examine the different elements of language in English Language Development (ELD) and their relationship to the ELP Standards.
    • Explain Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP).

    Identification and Assessment of English Learners

    • Explain the process for determining EL program eligibility and other services.
    • Identify standard accommodations for assessment available to EL students.
    • Differentiate between types of assessments (e.g., diagnostic, formative, and summative).
    • Analyze assessment data to track student status, progress, and to differentiate instruction.
    Tuition for individual courses varies. For more information, please call or chat live with an Enrollment Representative.

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    Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.

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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.