(2000). (2009). Policy trajectory of Arizona’s SEI model. The plaintiffs argued that the state’s approach to teaching English-learners—which includes a mandated four-hour block of English instruction for ELLs—violated the federal Equal Educational Opportunities Act, a law that requires states and school districts to provide students with appropriate aid to overcome language barriers. The five districts represent various types of Arizona schools including those with both high and low percentages of ELLs, and schools in both rural and urban areas. In the majority of the classrooms observed, the interpretation of instruction in English to mean “English-only” prohibited students from communicating in their L1 during and outside of direct instruction, but not all teachers observed promoted these English-only practices. Retrieved from http://epaa.asu.edu/ojs/article/viewFile/84/210, Wright, W. E., & Pu, C. (2005). R7-2-306 as pursuant to A.R.S. The instructional focus on grammar, pronunciation, and the use of complete sentences broke up the authentic conversation and communication in the classrooms between teacher and student and among students. This quote illustrates that some teachers were aware of the tensions between what was expected of their instruction within their SEI classrooms and what they understood to be best practices for ELLs. Since the four-hour SEI classes were scheduled differently at high schools than they were at elementary schools, high school classroom visits lasted for four hours each and elementary classroom visits lasted six hours. Both the Consent Order and the English-Only instructional initiative were mandated in 2000. 2064). •15-751. Error correction was emphasized as a “SEI Super Strategy” at ADE trainings and meetings with ELL Coordinators. Rules for instruction within the current SEI model stipulate that all materials and subject matter instruction be in English (A.R. 102-119). Key takeaways: The consequences of the Flores settlement, a 1997 agreement between immigration activist groups and the government, have been central to the debates over President Trump's "zero-tolerance" policy at the border and accusations of family separations. Lau’s attorneys used this ruling to support their argument. Intersection of language and assessment policies for English language learners in Arizona. Upholding a decision by a lower court, the San Francisco-based 9th U.S. This explicitly creates a model meant for K-12 students on a faulty understanding of “language acquisition…for young children”, where minimal native language can be used but yet is ordered not to be implemented that way in the classroom, and where no content will be taught so as to learn English quickly and effectively. For example, nearly one-half of the reviewed districts failed to provide the four hours of daily ELD, a key requirement of the SEI model. Education Services Agency “The task of providing efficient and effective English-Language-Learner programs in Arizona remains unsolved,” the report authors wrote. Examples of such instructional practices included a teacher who encouraged students to communicate in their shared L1 as they worked collaboratively toward a final product in English (CB2, 3/5/2010) and one who allowed students to seek clarification or guidance from their peers in their shared L1 (DB2, 3/26/2010). It was two more years before the model was implemented in schools in 2008. Phoenix, AZ 85004-1252, Need help accessing? Seven researchers worked on the study, and each simultaneously collected and analyzed data on specific observation sites. A generation of kids has been lost. More importantly, at the high school level, the absence of this necessary compensatory instruction virtually ensures that secondary ELLs will be unable to gradate with their same-age peers, particularly if they remain in the four-hour SEI model for more than one year. Finally, some teachers used students’ L1 to promote a comfortable environment in the classroom (CA1, 3/19/2010). There were also poster-sized copies of the Discrete Skills Inventory (DSI)6 and of the Language Star7. The Arguments . However, this does not mean that ELLs are on par with their native English-speaking peers in regard to academic content. Finally, the impact of the curriculum on an ELLs’ chances of a typical four-year high school completion in regard to graduation is severe. The figure depicts that Proposition 203 arose from a context of English-Only ideologies and that the Flores Consent Order emerged as a result of the Flores v. Arizona lawsuit. The unequal legacies of early and mid-twentieth century of segregation and under-education are being duplicated (Blanton, 2005; Weinberg, 1995), and the struggle for educational rights to equitable education for language minorities continues (Wiley, 2007). This information served as a starting point for considering what might be seen in SEI classrooms. When ELLs cannot exit in one year, which most do not, this is compounded exponentially. At the high school level, although allowed to sit wherever they chose, teachers acknowledged that ELLs would “hang out and stick with each other instead of with others” (AA2, p.c., 3/2/2010), noting that ELLs seemed to feel “safer” when clustered in groups based on ethnicity, culture, and language (AA1, p.c., 3/2010). While Arizona law mandates ELLs receive four hours of English instruction and the Task Force materialized this law into policy when they created the SEI model, it was the ADE who emphasized that in order to accelerate English acquisition, SEI teachers should focus on error correction (OELAS, 2009-2010). Seven of the eighteen teachers allowed ELLs to use their L1 in the classroom. Texts, trajectories and toolboxes. Clevedon, UK: Multilingual Matters. Specifically, DSI “is a sequential series of English language skills that provide a guide to teaching the grammatical foundations necessary for students…and provides the critical grammatical foundation for achieving proficiency in listening, speaking, and writing” (ADE, n.d., p. 1). A full understanding of this agreement requires understanding its history. Participation in the SEI model did not prohibit ELLs from advancing one grade level each year. Data were analyzed using Erickson’s (1986) method of modified analytic induction. McHenry, IL: Delta Systems. Proposition 203 mandated English-only instruction in 2000, yet it took the state of Arizona six years to legislate its SEI model through the Task Force’s designed components, the efficacy of which remains difficult to determine. 2064 (2006), as evidenced in K-12 classrooms. 555 N. Central Ave. Philanthropy Along with specifying regulations for teacher endorsements and qualifications for working with ELLs, post-Proposition 203 directives outline rules for instructional practices within the four-hour SEI model. Of the teachers who interpreted instruction in English to mean “English-only” in the classroom, the majority held only an SEI endorsement. Library Personnel/Media Specialist Retrieved from http://www.azauditor.gov/Reports/School_Districts/Statewide/2011/ELL_Report.pdf. This cannot help but send the message that these students are not capable of learning more. After the passage of Proposition 203 there was wide variation in ELL program consistency due to confusion over what Proposition 203 meant (Davenport, 2008). However, RC students are still considered participants of the language program for a period of two years during which their progress is supposed to be monitored. University or College Faculty/Administration Jussim, L. & Harber, K. (2005). Review of ‘research summary and bibliography for structured English immersion programs’ of the  Arizona  English language learners task force, Arizona State University. What was most alarming about the missing resources was the disparities regarding textbook availability to high school students across districts. The role of attitudes and beliefs in learning to teach. Ball, S. J. With the intent of seeking participation from a variety of districts in order to make claims that would be representative of the different school types within Arizona, researchers anticipated using purposeful sampling of school participants. Posters and visuals depicting the SEI model curricular components were present in six of the eight elementary classrooms observed but not in mainstream classrooms. At elementary and high school districts alike, there was not enough funding allocated for summer school or after-school programs to help ELLs catch up with their non-ELL peers, thus meaning the requirement mandated by the Flores Consent Order was not being met.

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