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English Language Learner

Definition: national-origin-minority student who is limited-English-proficient

Often referred to as English learners (ELs), emergent bilinguals and/or Limited-English-proficienct (LEP)

(Developing ell programs: Glossary, 2020)

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This section is for you to share a resource relevant to ELL Immersion. Feel free to add an article, research or website you found useful.

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Structured English Immersion Program

Definition The goal of this program is the acquisition of English language skills so that the ELL student can succeed in an English-only mainstream classroom. All instruction in an immersion strategy program is in English

(Developing ell programs: Glossary, 2020)

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Definition: prgram that places ELL students in a regular English-only program with little or no support services on the theory that they will pick up English naturally. This program should not be confused with a structured English immersion program

(Developing ell programs: Glossary, 2020)

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The U.S. Department of Education Glossary

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The U.S. Department of Education Glossary

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The U.S. Department of Education created a glossary of ELL immersion vocabulary and related terms.

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Developing ELL Programs, glossary of terms.

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Assessing Special Education Vs. Language Acquisition

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Assessing Special Education Vs. Language Acquisition

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Rinaldi and Samson (2008) discuss whether a student needs special education services or if they are struggling with the new language. Their article provides steps that clarify the assessment process, while also providing appropriate steps to assist students (Rinaldi and Samson, 2008).

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Teachers can include ‘wait time’ for students to process new information after a lesson to increase language and vocabulary skills (Wasik, B. A. & Hindman, A. H., 2018). Wait time is just down time between concepts.

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While many school districts make a move to ‘boxed’ or learning management systems, educators must assess how to make this type of learning beneficial to ELL students. Research has found that many learning management systems (LMS) and ‘boxed’ curricula for blending learners were not meeting the needs of English Learners (Wilson-Armour, 2020).

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This article explores the efficacy of blended learning in English language classrooms. Many schools all over the world have decided to employ various online and blended courses in their courses, especially during the COVID-19 pandemic. Corporations that build learning management systems (LMS) for blended learning, as well as "boxed" curricula, have presented their materials as a means of student-centered learning, but what about those students who really need peer-to-peer and student-to-teacher interactions to further develop fluency, and cannot get enough of that interaction in a blended learning environment? Instructors should not only take a more active role in blended learning environments to make sure all students are thriving, but they should also design their own blended learning curricula or modify existing "boxed" curricula to more appropriately help their students succeed.

Descriptors: Blended Learning, English (Second Language), Second Language Instruction, Teaching Methods, Educational Technology, Technology Uses in Education, Conventional Instruction, Barriers, COVID-19, Pandemics, School Closing, Student Centered Learning, Student Needs, Curriculum

MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/

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ERIC - EJ1311038 - Reconceptualizing Blended Learning as a Teaching Strategy for English Language Learners, MEXTESOL Journal, 2020

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This article explores the efficacy of blended learning in English language classrooms. Many schools all over the world have decided to employ various online and blended courses in their courses, especially during the COVID-19 pandemic.

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In 2019, the Arizona state legislature passed a landmark language policy. The 2019 legislation changed the SEI time in the classroom from four to two hours (Kaveh et al., 1970).

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The case of Flores V. Arizona in 1992, “alleged that the civil rights of Limited English Proficient (LEP) students were violated because the state failed to provide a program of instruction that included adequate language acquisition, academic instructional programs and funding for at-risk, low-income, minority students” (Flores v Arizona).

Flores V. Arizona protected the rights of ELL students, specifically their right to a quality education. The state’s definition of what constitutes a quality education would adapt and change with the times.