Three states and many school districts are finding that emphasizing English language instruction offers ELLs an accelerated path to success.
When Arizona voters passed a ballot initiative in 2000 that required all English language learners to be educated through structured English immersion (SEI), the idea seemed simple enough: Teach students the English language quickly so they can do better in school. But as other states, districts, and schools that have contemplated an SEI program have learned, the devil is in the details. As it turns out, the simple goal to "teach English quickly" frequently evokes legal wrangling, emotion, and plain old demagoguery.
Few people would disagree that English language proficiency is necessary for academic success in U.S. schools. Less clear, however, is the optimal pathway for helping language-minority students master English. Conflicting ideologies, competing academic theories, and multiple metrics for comparing different approaches have rendered many schools, districts, and educators paralyzed by confusion. Bill Holden, principal of a California elementary school in which ELLs are three-fourths of the student population, told me, "At a certain point there were just so many mixed messages and contradictory directives and policies that we didn't really know what to do."