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Essay / Research Paper Abstract
A 3 page research paper that discusses teaching English Language Learners using the Structured English Immersion approach. Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: KL9_khseiells.rtf
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Unformatted sample text from the term paper:
is simple, as it proposes that SEI helps students learn English quickly, which will, in turn, enable them to do well in school. Three states, California, Arizona and Massachusetts, have
implemented the SEI approach to teaching ELLs and in all 3 states, the law requires that the majority of instruction should be in English (Clark, 2009). The language of these
laws is draconian, severely limiting the use of the ELLs native languages in classroom instruction (Gort, De Jong, and Cobb, 2008). Despite the fact that, when properly implemented, the SEI
approach to ELL instruction can be effective, this approach has been often misunderstood and this has resulted in implementation wherein teachers do not modify that instruction in any manner to
make it comprehensible to ELLs, which results in disaster for these learners (Adsms and Jones, 2006). On the other hand, Clark (2009) points out how, due to these initiatives, an
effective framework for SEI is evolving that can be used to guide SEI instruction in a manner that results in benefitting ELLs. First of all, in school districts where
SEI has produced positive results, a sizeable amount of the school day is dedicated to offering ELLs direct and explicit instruction in English. In Arizona, it is mandated that all
ELLs receive a minimum of four hours of daily instruction in English language development, that is, not simply instruction in English, but rather instruction that teaches English (Clark, 2009). Furthermore,
grouping students according to the English-language level of proficiency is considered to be a significant component of SEI instruction. Beginners, for instance, benefit from direct instruction in common nouns, while
intermediate students need help to understand the function of the subordinating conjunctions that are used in academic writing (Clark, 2009). This fact leads into the second important feature when
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