A Decade after Institutionalization: Educators' Perspectives of Structured English Immersion

Autor/inn/en	Cruze, Angela; Cota, Meg; López, Francesca
Titel	A Decade after Institutionalization: Educators' Perspectives of Structured English Immersion
Quelle	In: Language Policy, 18 (2019) 3, S.431-453 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cruze, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-018-9495-1
Schlagwörter	Teacher Attitudes; Immersion Programs; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Teacher Education; Bilingualism; Barriers; Correlation; High School Graduates; Language Tests; Testing; English Language Learners; Public Schools; Elementary Secondary Education; State Policy; State Standards; Graduation Rate; Outcomes of Education; Administrator Attitudes; Classification; Educational Change; Access to Education; Arizona + Suchen Sie Ihr Suchwort? Lehrerverhalten; Immersionsprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Bilingualismus; Korrelation; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Language test; Sprachtest; Testdurchführung; Testen; Public school; Öffentliche Schule; Lernleistung; Schulerfolg; Classification system; Klassifikation; Klassifikationssystem; Bildungsreform; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	In 2006, Arizona ELL Task Force implemented Structured English Immersion (SEI) within its public schools to educate emergent bilingual (EB) students. Although prior research has demonstrated limitations of SEI, we investigate whether institutionalization has improved its implementation and outcomes using coordinators' and teachers' responses from a statewide summit. Analyses of responses for each of the research questions uncovered that SEI was viewed as providing ease of implementation, but there were several obstacles introduced: (1) limitations to curricular access and correlation to standards; (2) deficit model; (3) limited access to language acquisition; (4) limited access to high school graduation; (5) issues with language assessment; (6) classification concerns; (7) classroom segregation; and (8) lack of teacher preparation for instruction. Respondents asserted that changes were needed in SEI and standards, teacher endorsement and pedagogy, and assessment to support EB learning and language acquisition. We discuss the resulting themes against extant literature, and provide policy recommendations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01