Structured English Immersion

The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth trajectories and rates in academic English oracy. The findings revealed that students in all four programs (treatment TBE, control TBE, treatment SEI, and control SEI) improved significantly ( p < .05) in a linear pattern over 2 years, and students receiving the intervention developed at a faster rate than those receiving typical instruction ( p < .05, effect sizes >0.46). The authors concluded that (a) first-language instruction did not impede the learning of a second language, and (b) enhancements and best practices in TBE and SEI programs are needed to accelerate oral English acquisition to remove the initial disadvantage of low levels of English proficiency.

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Is Arizona's Approach to Educating Its ELs Superior to Other Forms of Instruction?

Teachers College Record ◽

10.1177/016146811211400904 ◽

2012 ◽

Vol 114 (9) ◽

pp. 1-32 ◽

Cited By ~ 1

Author(s):

Mary Martinez-Wenzl ◽

Karla C. Pérez ◽

Patricia Gandara

Keyword(s):

Instructional Strategies ◽

English Learners ◽

Relative Effectiveness ◽

Instructional Program ◽

Ethnographic Study ◽

Structured English Immersion ◽

Negative Consequences ◽

Achievement Data ◽

English Immersion ◽

The Impact

Background In the Horne v Flores Supreme Court decision of June 25, 2009, the Court wrote that one basis for finding Arizona in compliance with federal law regarding the education of its English learners was that the state had adopted a “significantly more effective” than bilingual education instructional model for EL students—Structured English Immersion (SEI). Purpose This paper reviews the extant research on SEI, its definitions, origins, and its effectiveness, particularly in contrast to other instructional strategies. This paper asks, Does the research bear out the Court's conclusion? What is the evidence that Arizona's program of SEI is really superior to other approaches, including bilingual or dual language education? How are Arizona's EL students faring under this “significantly more effective” instructional program? Research Design Data on the relative effectiveness of SEI are drawn from a comprehensive review of the literature. Analysis of public documents, particularly records from the Arizona English Language Learners Task Force, which was charged with selecting a research-based instructional program for English learners. Drawing from a recent ethnographic study and student achievement data, we examine the impact of structured English immersion programs on English learners in Arizona thus far, beginning with achievement outcomes. Conclusions/Recommendations There is no research basis for the Court's statement the SEI is “significantly more effective”; at best SEI is no better or no worse than other instructional strategies, particularly bilingual instruction, when they are both well implemented. However, SEI as implemented in Arizona carries serious negative consequences for EL students stemming from the excessive amount of time dedicated to a sole focus on English instruction, the de-emphasis on grade level academic curriculum, the discrete skills approach it employs, and the segregation of EL students from mainstream peers. Moreover, the paper argues that there are, in fact, strategies that can ameliorate these problems as well as provide an additive, rather than a subtractive, educational experience for English learner and mainstream students alike.

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