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Analyzing Arizona’s Language Development Approach

Analyzing Arizona’s Language Development Approach

Analyzing Arizona’s Language Development Approach

An English learner is a child who cannot speak English and whose native language is not English, according to the Arizona English Learner Policy (Office of English Language Acquisition Services, 2021). Additionally, they need help to complete typical classroom assignments in English.

The differences between the educational program paradigms of sheltered English teaching, structured English immersion (SEI), bilingual, and ESL

According to the Office of English Language Acquisition Services (OELAS), Structured English Immersion (SEI) is an English course taught by a certified tutor in bilingual instruction and English second language education familiar with the student’s native tongue. Even though the teacher can only speak English, the students can communicate and study in their native tongue.

A certified content tutor teaches English-related material to students in sheltered English instruction. The instructions and content, however, are adjusted to the learners’ level of English competence. The final goal of the instructions is to advance English language learning.

“English Second Language” (ESL) refers to material certified ESL instructors cover.

As he guides the pupils through the English-language course, the ESL instructor can relate to them (Office of English Language Acquisition Services, 2021). Students improve their language skills by participating in English-language assignments and activities throughout the course. The lecturer considers any difficulties the pupils might encounter.

In a bilingual setting, the tutors use the students’ native tongue for part of the day and have a strong command of English for the other hours. Classes, materials, and teachers for English as a second language are included under the competent English area. Notably, the native language lessons are cut back as proficiency increases.

Arizona’s approach to language development and a synthesis of the ELLs research.

Arizona’s English language learners are treated fairly under the state’s development strategy. The strategy includes approaches and methods that direct English learning content designs and presentations throughout the learning cycle, claims the Office of English Language Acquisition Services (2021). The methodology also links the content and procedures for all instructional models. Last but not least, it describes how teachers communicate literacy, language, and educational techniques to various English learners. The state uses an English proficiency test and a survey of resident languages to determine whether English language learners are eligible.

In Arizona, the number of ESL students has dropped over time. Federal and state governments contribute to the program’s funding, with the State of Arizona providing the lion’s share.

The student agency and its importance in the instruction of ELLs

The value of student agency in teaching the English language learners’ desire to define one’s objectives and results from the English language learners program known as student agency. Agency on the part of the student aids English language learners in overcoming obstacles (MindShift, 2016). Ethnic and cultural backgrounds and economic and speech difficulties may all be part of this. Success in other areas of life is a result of being able to overcome obstacles.

Arizona’s Language Development Approach’s guiding principles

Asset-Based Expectations and Behaviors.

The philosophy and methodology emphasize a student’s power in their diversity and culture.

The strengths of the ELL students must be identified, understood, and valued by the teachers so that they can build on them. Activities and assignments can be planned following their cultural contexts, and their good experiences can be presented as engaging models in the classroom.

Integrated Instructions in Disciplinary Content and Language

Integrated Disciplinary Content and Language InstructionThis idea encourages a learner to approach what they learn critically and thoughtfully. This is accomplished in written and oral forms in a study or discipline. Creating meaningful and critical content for explicit language instruction is also possible when one is aware of one’s surroundings.

Instructors must communicate their knowledge clearly, concisely, informative, and learner-friendly. The learners understand the teachings more quickly with clear instructions and content.

Assessment, Mentoring, and Feedback

Evaluation, mentoring, and criticism are crucial in reviewing, enhancing, and giving students the most recent data, content, and feedback. The teachers should regularly interact with the students to foster the development of their concepts and knowledge.

Arizona’s research-based SEI models’ approved components include the following:


For beginning-level learners, the newcomer model calls for specific, precise instructions and materials. Arizonans and immigrants to the United States are among these students. Depending on the particular area model, the daily schedule and program length affect students’ time in a newcomer program (Office of English Language Acquisition Services, 2021). The location should establish clear guidelines for students transitioning from the Newcomer Program to the regular English language improvement program.


Following the standard English as a second language course, pull-out requires students to attend individual sessions with instructors. In order to assist them in catching up and hasten their knowledge and advancement, she suggested spending ten hours per week with the instructors.


This plan necessitates 100 or 120-minute English lessons for grades K–5. Throughout the daily lessons, the principal instructors interact with the pupils consistently.

50-50 Dual Language Immersion

Immersion in two languages equally according to this concept, native and English languages are given equal attention. To prevent duplication, the curriculum is standardized throughout all subject areas (California Association for Bilingual Education, 2017).


 California Association for Bilingual Education. (2017). 50:50 MODEL – CABE dual language immersion planning guide. CABE Dual Language Immersion Planning Guide.

Retrieved August 7, 2022, from implementation-models/di-program-models/5050-model/

MindShift. (2016, April 4). How to cultivate student agency in English language learners.

KQED. Retrieved August 7, 2022, from cultivate-student-agency-in-English-language-learners

Office of English Language Acquisition Services. (2021, June 29). Arizona’s language development approach: An overview [Video]. YouTube. v=Do2zZyCJWWc


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Arizona’s instructional program for English language learners is based on four principles called Arizona’s Language Development Approach. According to the Arizona Department of Education, these principles are based on the core idea that “all educators share the responsibility for promoting the success of English learners.”

Analyzing Arizona’s Language Development Approach

Analyzing Arizona’s Language Development Approach

Part 1: Terminology

  • Explain Arizona’s definition of an English learner (EL).
  • Briefly discuss the distinctions between the following instructional program models: ESL, bilingual, sheltered English instruction, and structured English immersion (SEI).

Part 2: Four Principles of Arizona’s Language Development Approach

  • Briefly describe Arizona’s Language Development Approach and the synthesis of the research around ELLs.
  • Explain student agency and its importance in the instruction of ELLs.
  • Explain each of the four principles of Arizona’s Language Development Approach.
  • Discuss components of Arizona’s approved research-based SEI models: Newcomer, Pull-Out, Two Hour, 50-50 Dual Language Immersion.

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