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Grand Canyon University Sheltered & Structured English Immersion Worksheet

Grand Canyon University Sheltered & Structured English Immersion Worksheet

Question Description

I’m working on a research & summaries multi-part question and need a sample draft to help me understand better.

Students whose native language is something other than English are the fastest growing population in schools today; however, most school systems do not have the resources or professionals to implement bilingual programs. English-based programs use English as the medium language of instruction while offering English language learners (ELLs) the strategies and scaffolds needed for access to instruction. Educators should be aware of the benefits of each program model so that effective instruction is provided.


This assignment has two parts:

  • Create a chart in which you define and list the benefits of Sheltered English Immersion, Structured English Immersion (SEI), and English as a Second Language (ESL) Pull-Out/Push-In.
  • In 150-250 words, identify which program would be best for your current school or school in your local area and justify your choice including school demographics and current test scores.

Support your assignment with 3-5 scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion


-Subject area: Includes identification and an explicit description of grade level and subject area addressed in the activity.

-National or State Standard and Learning Objective: Thoroughly lists the content and language standards addressed in the activity. The standards are ideal for the grade and proficiency levels of the students.

-Description of Activity: A brief description of how the activity would be conducted is expertly included.

-Rationale: Alignment between the activity with the specified language and content objectives is insightful. The assessment proficiently aligns with the stated objectives.

-Cognitive, Linguistic, Socioemotional Development: Thoroughly includes a well-developed analysis of how the differentiation contributes to the cognitive, linguistic, socioemotional, and second language development of the learner.

-Organization: The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

-Research Citations (in-text citations, reference page, and type of sources): In-text citations and References page are complete and error-free. Sources are credible and appropriate for the submission. The sources strongly support the submission.

-Mechanics (spelling, punctuation, grammar, and language use): Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.-

RESOURCE ARTICLES TO POSSIBLY USE: (cut and paste into the web browser)


B. “Structured English Immersion in ESL Instruction,” by Crothers, from Salem Press Encyclopedia (2019).-Attached as a PDF

C. Watch “Integrating ESL Students into the Classroom,” from Cambridge Educational (2007).


D. Watch “Bilingual Education,” from SAGE video (2014).


E. Read “Chapter 8 Many Ways to Build a Model: Content-Based ESL Instructional Models and Approaches in K-12,” by Mastruserio and O’Loughlin from Chapter 8 in The Handbook of TESOL in K-12 (2019).

URL: https://ebookcentral-proquest-com.lopes.idm.oclc.o…

F. Read “Using Sheltered Instruction to Support English Learners,” by Markos and Himmel from Center for Applied Linguistics (2016).


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