A Synthesis of Recent Research on the Impact of Structured English Immersion

• In Event: Roundtable Session 124
  In Roundtable Session: The Impact of a Restrictive Language Policy on the Education of English Language Learners

Abstract

Objective/Purpose

This presentation reviews recent research which examines the extent to which mandated restrictive language policies impact students, teachers, principals, and teacher educators. The language policy of interest has been recently mandated in Arizona, known as Structured English Immersion (SEI). Despite spite the fact that the generally accepted definition of SEI includes three components: native language support, ESL, and content instruction (Wright 2010) in response to an English-Only mandate, Arizona has defined its own version of SEI as consisting of ESL only, eliminating the components of native language support and content instruction.

Theoretical Framework

Research on Second Language Acquisition theory highlights the importance of balancing discrete grammatical skills with meaning-making and authentic instruction and communication. Social interaction is at the core of second language acquisition and the interaction between learners of various proficiencies supports acquisition. The Arizona SEI model is critiqued from a second language acquisition perspective and a curriculum perspective. The SEI curriculum mandates four hour concentration on a structural grammatical approach to second language acquisition, limiting the development of domain knowledge.

Methods

This report is based on an in-depth review of eight research reports documenting student outcomes, classroom climate, and teacher and principal perspectives. The following studies will be reviewed:
• Implementing Language Policy: Exploring Concerns of School Principals by Giovanna Grajeda Grijalva (2009)
• Language Policy Implementation : Arizona's SEI training by Sarah Catherine K. Moore (2008)
• Voices from the Classroom: A Statewide Survey of Experienced Third-Grade English Language Learner Teachers on the Impact of Language and High-Stakes Testing Policies in Arizona by Wayne E. Wright & Daniel Choi (2005)
• Policy in Practice: The Implementation of Structured English Immersion in Arizona by Lillie et al. (2010)
• Giving Students a Voice: Surveying Students about Arizona’s Structured English Immersion Restrictive Language Policy by Karen E. Lillie (2011)
• Arizona’s Auditor General Report (2008 & 2011)
• A Study of Arizona's Teachers of English Language Learners by Cecilia Rios-Aguilar, Manuel González-Canche, & Luis Moll (2010)



Results/Conclusion

The state appears to have provided inadequate preparation and resources for the mandated model to be properly implemented. However, there are greater concerns about the model because Arizona has implemented a model which takes time away from the instruction of core content areas, segregates students according to language proficiency and introduces a model that teachers were not prepared to deliver.

Significance

SEI is no better or no worse than other instructional strategies when they are both well implemented and the goal is English acquisition. However, SEI as implemented in Arizona carries serious negative consequences for EL students stemming from the excessive amount of time dedicated to it, the de-emphasis on grade level academic curriculum, the discrete skills approach it employs, and the segregation of EL students from mainstream peers.

Reference

Wright, W. E. (2010). Foundations for teaching English language learners: Research, theory, policy and practice. Philadelphia, PA: Caslon Publishing.

Author

• M. Beatriz Arias, Center for Applied Linguistics