Resource Library

In 2006, the Arizona ELL Task Force began implementing a Structured English Immersion (SEI) program for ELs. This study investigated the success of SEI implementation over the past 10 years by surveying coordinators and teachers using SEI.

Structured English Immersion is the language policy Arizona uses to construct the educational experiences of refugee students entering its schools. This article includes a review of the literature and data collected through interviews with teachers to examine how this policy operates in practice.

Developing English for communicative purposes is a key objective of language classes in many parts of the world. As a logical prerequisite to communication practice, learners need to have Willingness to Communicate (WTC) before they will engage in L2 interaction (Macintyre et al., 1998).

The potential of TWI to close the achievement gap for English language learners and to provide both native English speakers and native partner-language speakers with access to a high-quality education with positive academic, language, and sociocultural outcomes is clear.

This study examines the writing skills of students in grades 1 to 5 of an Italian-English two-way immersion program. Narrative writing samples were collected in both languages and scored for content, organization, grammar, mechanics, vocabulary, text length, and overall total score.

The current study, with 409 fourth graders in two-way immersion programs, explored the writing self-perceptions of native English and native Spanish speakers and the relationship between self-perceptions and writing performance.

Despite the fact that the population of English Language Learners (ELLs) is rapidly increasing, there is ample evidence that indicates that most teachers can benefit from training for teaching ELLs effectively.

This article explores the placement practices of students into different educational programs in PreK-first grade, including two bilingual education programs and an ESL mainstream classroom. We then examine the discourse practices of four third-grade teachers and the school principal.

Many educators and policy makers look to two-way dual language immersion as one of the most promising options to close achievement gaps for English learners. However, the programs' effectiveness depends on the quality of their implementation.

Becoming bilingual is a proven advantage for young children's brain development, for older children's school success and even for adults to put off the effects of Alzheimer's disease.