In 2006, Arizona ELL Task Force implemented Structured English Immersion (SEI) within its public schools to educate emergent bilingual (EB) students. Although prior research has demonstrated limitations of SEI, we investigate whether institutionalization has improved its implementation and outcomes using coordinators’ and teachers’ responses from a statewide summit. Analyses of responses for each of the research questions uncovered that SEI was viewed as providing ease of implementation, but there were several obstacles introduced: (1) limitations to curricular access and correlation to standards; (2) deficit model; (3) limited access to language acquisition; (4) limited access to high school graduation; (5) issues with language assessment; (6) classification concerns; (7) classroom segregation; and (8) lack of teacher preparation for instruction. Respondents asserted that changes were needed in SEI and standards, teacher endorsement and pedagogy, and assessment to support EB learning and language acquisition. We discuss the resulting themes against extant literature, and provide policy recommendations.

中文翻译：

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制度化十年后：教育者对结构化英语沉浸的看法

2006 年，亚利桑那州 ELL 工作组在其公立学校实施了结构化英语浸入式 (SEI)，以教育新兴的双语 (EB) 学生。尽管先前的研究已经证明了 SEI 的局限性，但我们使用协调员和教师在全州峰会上的回应来调查制度化是否改善了其实施和结果。对每个研究问题的回答分析发现，SEI 被视为易于实施，但也存在一些障碍：(1) 课程获取的限制和与标准的相关性；(2)赤字模型；(3) 语言习得的机会有限；(4) 进入高中毕业的机会有限；(5) 语言评估问题；(6) 分类问题；(7) 课堂隔离；(8) 教师缺乏教学准备。受访者声称，SEI 和标准、教师认可和教学法以及评估需要改变，以支持 EB 学习和语言习得。我们根据现有文献讨论由此产生的主题，并提供政策建议。