Structured English Immersion Training for Educators

Gather essential knowledge and skills to implement differentiated instruction that meets the individual needs of English Language Learners. Discover effective, manageable strategies for meeting the needs of an increasingly diverse student population while you explore cultural and social aspects of the English Language Learner.

• Plan instructionally diverse lessons
• Apply methodology of spiraling case studies to better understand students
• Create positive learning environments that produce successful students

Course Objectives:
Course objectives are listed below in accordance with the Arizona State Department of Education requirements for earning a Structured English Immersion (SEI) certificate. All readings, assignments, and activities in this training are designed to provide participants with opportunities to acquire, clarify, add to, and utilize the knowledge, skills, and understandings related to the objectives established by the State of Arizona as related to this certificate.

See Curricular Framework for Structured English Immersion (SEI) Endorsement Training (45 Clock Hours)

Course Delivery:
This course will be designed using online and face-to-face models. All activities and experiential learning will relate to content and grade level specifics. This includes early childhood through 12th grade, all content areas, and special education.

Course Timeline:
The course is a 45-clock hour training that can be delivered in a face-to-face model, online model, or a blended model that consists of some face-to-face and some online. Therefore, the training can be customized to fit the specific needs of the district. The flex hours provided in the SEI Curricular Framework were added to the Strategies Objectives section (9 hours).

Instructional Methodology:
The instructional methodology of this course focuses on developing, enhancing, and improving the instructional expertise and pedagogical knowledge base of practicing K-12 educators.

Strategies include:

• Instructor presentation of concepts
• Collaborative group projects
• Real-world application of skills and strategies
• Class presentations and demonstrations
• Role-play and hands-on practice
• Discussion groups—in class and online
• Analysis of case studies
• Learning centers
• Problem based learning and seminar questions
• Analysis and synthesis of assigned articles and text
• Research and review of websites
• Data collection and application
• Action research applying concepts to the classroom
• Reflection journal
• Self-Assessments and formative assessments
• Online assistance

Required Textbook or Specially Designed Participant Manual using the Following:
Peregoy, S. & Boyle, O.F. (2001). Reading, Writing, and Learning in ESL (Fourth edition). New York: Addison Wesley Longman, Inc.

Echevarria, Vogt & Short (2000). Making Content Comprehensible for English Language Learners, The SIOP Model. (2nd Edition) Allyn & Bacon.

Supplemental Materials:
Robins, K.N., Lindsey, R.B., Lindsey, D.B., & Terrell, R.D.(2002). Culturally Proficient Instruction: A Guide for People Who Teach. Thousand Oaks, CA: Sage Publications.