English language learner policies and structured immersion in Arizona

Curriculum and Policy

DaSilva Iddings, Combs, and Moll (2012) discuss policies surrounding English language learners in the United States (ELL). The article begins by considering the nature and prevalence of this population, postulating that students from this category have come to outnumber native English speakers in American schools. This emphasizes the importance of effective English language instruction for such learners, since it would empower them to access better opportunities in the future and to become contributing members of society. According to the authors, however, educational policy in certain states hinders the ability of these students to access adequate language learning in English.

In Arizona, for example, the policy is based upon Proposition 203, which was approved for Arizona in November 2000. This initiative essentially replaces bilingual education in the state with what was known as "Structured English Immersion (SEI), by which students are to learn English only by means of using and listening to English in the classroom. One problem, which was proven by the time during which the Proposition has been in effect, is that it provided no means for the gap between ELL learners and native English speakers to close. This is why the resources for ELL learners are severely limited by the SEI classrooms, as well as preventing students from accessing a high quality education and workplace situation later on.