Arizona's Definition of English Learner and Four Principles of Language Development Approach

Arizona Instructional Program Report
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Part 1: Terminology
Arizona defines English Learner (EL) as a student whose mother tongue (native language) is not English and who is experiencing problems writing, reading, speaking, or understanding English, which limits her academic achievement in the classroom (State of Arizona Office of the Auditor General, n.d.). EL students could come from non-English speaking homes and families. Therefore, they must be accorded modified or specialized instruction to assist them in learning English better.
English as a Second Language (ESL) is a program of methodology, approaches, and special education tailored to instruct English Language Learners (ELLs) critical English language skills, including writing, content vocabulary, cultural orientation, listening, speaking, study skills, and reading. The bilingual education model offers students instruction in English or their native language. Sheltered English Instruction is an instructional model employed to facilitate the understanding of academic lessons to ELL students. In sheltered instruction (SI), instructors use visual aids, the environment, and physical activities to teach concept development vocabulary for social studies, science, mathematics, and other subjects (U.S. Department of Education, 2020). Structured English Immersion (SEI) entails teaching in English, but the presentation of materials and curriculum is tailored to students learning English (Casaletto, 2019). The goal is to assist ELLs in demonstrating success in the conventional classroom context.
Part 2: Four Principles of Arizona's Language Development Approach
Arizona Language Development Approach is centered on the understanding that ELL students are important stakeholders within the learning community. This is considered via the implementation of four principles. Research indicates that ELLs constitute roughly 4.8 million (9.5%) of all high, middle, and elementary school learners within the United States (U.S.) public education systems (Casaletto, 2019). Arizona's ELL students should cultivate a sense of confidence, agency, and determination derived from leveraging this approach. Student agency is students' drive and motivation within their individualized learning. Student agency offers learners a voice in how they learn. It is crucial in the instruction of ELLs because it helps them set advantageous goals, drives them to take action towards achieving their objectives, has confidence in one's capability to succeed, and helps them revise and reflect on self-discipline, self-assessment, and perseverance (Wright, 2019).
The principles of Arizona's Language Development Approach include (a) asset-based behaviors and expectations, (b) integrated instruction in disciplinary content and language, (c) explicit and targeted language instruction, and (d) assessment, monitoring, and feedback. In asset-based beliefs and expectations, all programs and systems provide support and opportunities to ensure linguistically and culturally sustaining practices for ELs. Integrated instruction in disciplinary content and language includes scaffolded support, academic language development, and collaborative reading, ...