Description of English Language Instruction in Arizona
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| Title | Year | Description |
| Lau vs. Nichols | 1974 | This led to Lau Remedies, which stated the ideal methods, approaches, and procedures that instructors could use to identify and evaluate the language skills of non-native learners. The evaluation should lead to identifying appropriate instructional methods and determining if the learners are ready to join the mainstream classes. The provision of English as a second was made mandatory till learners attained proficiency (Wright, 2019). |
| Castaneda v. Pickard | 1981 | Involved the Raymondville Independent School District in failure to address the needs of ELL learners as required by law. This resulted in the Castaneda Standard, which instructs institutions to base programs for ELL learners on sound theories of education, provide sufficient resources for implementation, and evaluate to determine effectiveness in enabling learners to surpass language barriers (Wright, 2019). |
| Every Student Succeeds Act (ESSA) | 2015 | The act sought to, among other things, advance equal treatment of learners by ensuring that minority groups of learners were protected (U.S. Department of Education, 2020). |
| Title III | 1965 | Ensures that learning institutions provide English learners with assistance to attain proficiency and satisfy Arizona’s academic standards (Wisconsin Department of Public Instruction, 2020). |
| Move on When Reading | 2010 | Implemented in 2013 to help identify struggling learners and provide the necessary interventions within their grade level by grade 3 (Arizona State Board of Education, 2020). |
| Arizona Proposition 203 | 2000 | Repealed the bilingual education laws and required all instructors to use English while teaching. English learners would utilize sheltered programs temporarily (Arizona English Language Education for Children in Public Schools, Proposition 203 (2000), 2020). |
Part 2
Arizona’s English Language Learners (ELL) population has since reduced as proficiency in the English language increases. Between 2008 and 2010, there was a 38 percent decrease in ELL learners. However, at least 15 percent of the ELL students withdrew from the respective programs, and new enrollments were 35 percent lower. At least 4 percent of children aged between 5 and 17 are Limited English Proficient. Data from the school year 2016-2017 showed that at least 6 percent (72,261) of the pre-K-12 students were English learners (Sugarman & Geary, 2018).
The Arizona English Language Learner Assessment (AZELLA) is used to determine the eligibility of EL students using tests. The scores are important in finding the right placement of learners for instruction. Re-assessments are done yearly to determine whether EL learners are gaining proficiency. Continuous monitoring continues for at least two years after EL learners have joined mainstream classes (Arizona English Language Learner Assessment (AZELLA), n.d.).
Current accommodations are either linguistic or nonlinguistic. These include dictionaries for translation, oral translation, and loud reading of materials. Nonlinguistic accommodations such as additional time allow learners to process English in varied and uncontrolled conditions. The Structured English Immersion programs (SEI) provide all instruction in the English language. To be successful, the SEI program needs high-quality instructors to provide support for special needs learners. Instructors require continuous development for efficiency in meeting the ELL’s needs. The exit and entry points of learners are clear and determined by specific criteria. Usually, learners with insufficient comprehension of the language, reading, speaking, and writing skills utilize SEI. The proficiency level is important when grouping learners. Instructors are allowed to utilize all available materials for instruction. They are also required to engage learners actively in various activities within the classroom. Collaborative learning is highly encouraged to promote the ELL’s confidence before they provide answers to the entire group. Positive feedback from instructors is important for reinforcement. Frequent assessments are used to monitor the learners’ progress, while parents are expected to support their children during the process (Blazer, 2017).
References
Arizona English Language Education for Children in Public Schools, Proposition 203 (2000). (2020). Retrieved from Arizona Elections Department: https://ballotpedia.org/Arizona_English_Language_Education_for_Children_in_Public_Schools,_Proposition_203_(2000)
Arizona English Language Learner Assessment (AZELLA). (n.d.). Retrieved from Gadsden Elementary: https://www.gesd32.org/apps/pages/index.jsp?uREC_ID=1531725&type=d&pREC_ID=1928688
Arizona State Board of Education. (2020). Early Literacy. Retrieved from Arizona State Board of Education: https://azsbe.az.gov/resources/move-when-reading
Blazer, C. (2017). Structured English Immersion Programs: Research And Best Practices. Information Capsule Research Services, 1611.
Sugarman, J., & Geary, C. (2018). English Learners in Arizona.
U.S. Department of Education. (2020). Every Student Succeeds Act (ESSA). Retrieved from U.S. Department of Education: https://www.ed.gov/essa?src=rn
Wisconsin Department of Public Instruction. (2020). Title III – Language Instruction for English Learners and Immigrant Students. Retrieved from Wisconsin Department of Public Instruction: https://dpi.wi.gov/english-learners/title-iii
Wright, W. E. (2019). Landmark Court Rulings Regarding English Language Learners.
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Question 
Having a historical perspective of the court cases, laws, and mandates that have shaped English language instruction policy, enables teachers of English language learners (ELLs) to understand the program model in which they operate.
Part 1
Based on major court cases and legislation pertaining to ELLs create a timeline of legislative events and court cases that have affected English language instruction in Arizona.
Your timeline should include a title, year, and brief description for the following:
Description of English Language Instruction in Arizona
At least two of the following major court cases pertaining to ELLs: Lau v. Nichols, Castaneda v. Pickard, Flores v. Arizona, or Plyler v. Doe.
At least two of the following federal laws or mandates have affected education for ELLs: Every Student Succeeds Act (ESSA), Title III, Title VI, or a resolution from the Office for Civil Rights/Department of Justice.
At least two of the following Arizona laws or policies have directly affected the ELL program model: Proposition 203, House Bill 2010, House Bill 2064, and Move on When Reading.
Part 2
Below your timeline, write a 450-word description of the ELLs and the program models implemented in Arizona. Your description should include:
A brief description of the demographic composition of the PK-12 ELL population in Arizona.
An explanation of the process of determining ELL program eligibility, including the use of the Home Language Survey and the Arizona English Language Learner Assessment (AZELLA) for placement and reclassification.
A description of the standard accommodations available to ELLs for assessment.
A description of the characteristics of the English immersion program models in Arizona in terms of time allocations, grouping of ELLs with native speakers, use of ELLs’ native language, and integration of English within academic content.
Comparison of Structured English Immersion classrooms, bilingual classrooms, and Individual Language Learner Plans and how they relate to current societal trends and issues in the education of ELLs.
Support this assignment with at least three resources.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using the documentation guidelines found in the APA Style Guide, located in the Student Success Center.
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