Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block
Author
Alcaraz, Molly MarieIssue Date
2011Keywords
English Language LearnersStructured English Immersion
Language, Reading & Culture
English as a Second Language
English Language Development
Advisor
Ruiz, Richard
Metadata
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The University of Arizona.Rights
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.Abstract
In 2000, the passage of Proposition 203 in Arizona virtually replaced bilingual education with a Structured English Immersion (SEI ) program. In 2006, the State legislature passed House Bill (HB) 2064 which essentially segregated ELL students for four hours of the school day in an SEI classroom in which English Language Development (ELD) was taught. In 2008, the four-hour SEI block was mandated in public schools across Arizona.This study investigated the lived experiences of public school teachers teaching the four-hour SEI block, the relationship between what these teachers know about second language acquisition and the strategies they utilized, and what they identified as the strengths and weaknesses that resulted from the four-hour SEI block and its implementation.Nine K-12 SEI teachers from one school district in Southern Arizona participated in this study. Qualitative research methodologies were used to collect and analyze data.The results of this study showed that teachers' experiences and teaching strategies were diverse and greatly influenced by their classroom composition, professional development, interpretation of the laws surrounding the program, and directives given by administrators. Findings from this research also indicated that teachers identified substantially more concerns than advantages related to the four-hour SEI program. Specifically, teachers thought the SEI classroom provided a safe environment in which students could practice English. However, teachers were concerned about the negative social and academic repercussions experienced by ELLs as a result of the SEI program and also expressed their own professional concerns related to the four-hour model.Type
textElectronic Dissertation
Degree Name
Ed.D.Degree Level
doctoralDegree Program
Graduate CollegeLanguage, Reading & Culture