语言学essay代写模板参考—Developing a Blended Model to Help English Learner Needs

语言学essay代写模板参考—Developing a Blended Model to Help English Learner Needs，本文是一篇留学生管理专业的Essay写作格式参考范文。美国在历史上一直被认为是一个“大熔炉”，因为来自世界各地的人们来到这里，在我们的学校接受教育。英语学习者教育工作者(ELs)面临着巨大的压力，以确保这些学生发展熟练程度，并取得令人满意的学术进步的英语每年(Blazer, Christie, 2017)。以下是语言学essay范例写作的全部内容，是一篇符合国外大学Essay写作格式要求的范文，供参考。

Introduction:引言：

The US has historically been considered the ‘melting pot’ because people from all over the world come here for the opportunities that education allows in our schools. Educators of English learners (ELs) face an enormous amount of pressure to make sure that these students develop proficiency and make satisfactory academic progress in English each year (Blazer, Christie, 2017).

Part I:第一部分:

EL laws in Arizona are not extensive but have thus far, provided a solid base for ensuring EL students receive adequate instruction to attain English proficiency. The first break in EL laws came about from a 2000 Supreme Court decision, Flores v. State of Arizona, In which the court ruled in favor of the parents stating that EL students will receive instruction with English Language Development (ELD) techniques every day, EL students struggling academically will receive additional supports, and that an assessment will be used to determine placement in ELD programs. A later proposition, 203, passed by Arizona voters, stating that all instruction shall be completed in English as quickly and effectively as possible and should be done via Sheltered English Immersion. The last major EL law development was a House Bill, 2064, which established English Language Acquisition Services and created a funding source, established requirements for all first year ELs (4 hours of language instruction), and required a standards-based assessment to annually test the student’s level of English proficiency (History of EL Laws in Arizona, 2019).

亚利桑那州的英语教育法律并不广泛，但迄今为止，为确保英语教育学生获得足够的指导以达到英语水平提供了坚实的基础。EL法的第一次突破来自于2000年最高法院的判决，弗洛雷斯诉亚利桑那州，法院判决支持EL学生的父母，称EL学生每天将接受英语语言发展(ELD)技术的指导，在学习上有困难的EL学生将得到额外的支持，并将使用评估来决定是否参加ELD课程。随后，亚利桑那州选民通过了203号提案，该提案指出，所有教学都应尽可能快速有效地用英语完成，并应通过“庇护英语浸入式教学”(shelter English Immersion)来完成。上一个主要的EL法发展是2064年的众议院法案，该法案建立了英语语言习得服务并创建了资金来源，确立了所有第一年EL(4小时的语言教学)的要求，并要求每年进行基于标准的评估来测试学生的英语熟练程度(亚利桑那州EL法历史，2019年)。

Part II:第二部分;

Structured English Immersion (SEI) programs are types of English Language Development (ELD) techniques used to rapidly teach EL students. In this model, students receive all or most of the instruction in English to attain proficiency (Revised Structured English Immersion Models School Year 2019-2020, 2019). In Arizona, SEI is a requirement for all schools that must align all instruction to Arizona’s K-12 English Language Learner Proficiency Standards (AZELLA). These standards-based assessments are a targeted tool for students whose primary home language is something other than English (Revised Structured English Immersion Models School Year 2019-2020, 2019).

结构化英语浸入(SEI)项目是一种英语语言发展(ELD)技术，用于快速教授英语学生。在这种模式下，学生接受全部或大部分的英语教学，以达到熟练程度(修订结构化英语浸入模式2019-2020学年，2019)。在亚利桑那州，SEI要求所有学校的所有教学都必须符合亚利桑那州K-12英语学习能力标准(AZELLA)。这些基于标准的评估是针对主要母语不是英语的学生的一种有针对性的工具(2019-2020学年修订版结构化英语浸入式模式)。

Part III:第三部分:

Dysart Unified School District (2019) defines the implementation of the SEI model is as follows; A Primary Home Language Other Than English (PHLOTE) form is filled out that indicates whether or not a student’s home language is not English. Then students are assessed with AZELLA. The student’s AZELLA composite score (pre-emergent, emergent, basic, intermediate, or proficient) determines their eligibility. Anything below proficient would qualify for EL services. Once a student is eligible, they are placed in an Individualized Language Learning Program (ILLP) that could be either an English Language Development (ELD) or an SEI program at their school. In both instances, content is received with a focus on learning English. After the student reaches a proficient score, they are exited from the ILLP program.

Dysart统一学区(2019)定义SEI模型的实现如下;填写除英语以外的主要家庭语言(PHLOTE)表，表明学生的家庭语言是否不是英语。然后用AZELLA对学生进行评估。学生的AZELLA综合分数(应急前、应急、基础、中级或熟练)决定了他们的资格。任何低于专业水平的都有资格获得EL服务。一旦学生符合资格，他们将被安排参加个性化语言学习项目(ILLP)，该项目可以是他们学校的英语语言发展(ELD)或SEI项目。在这两种情况下，接收的内容都以学习英语为重点。当学生达到熟练分数后，他们就可以退出ILLP项目。

Part IV:第四部分：

Whether English learners should be instructed exclusively in English or in their native language and English has been, without question, the single most controversial issue involving SEI (Goldenberg, 2008).The article supports this claim by stating that teaching students to read in their first language promotes higher levels of reading achievement in English.

Part V:第五部分

Another option schools can choose is a Bilingual Education (BE) model to instruct English Language Learners (ELLs). BE programs provide instruction in two languages; English and the student’s native language. Once students have obtained proficiency in English, instruction in the native language is discontinued and students transition into mainstream classes taught exclusively in English (Blazer, 2017). Pros of BE programs are that they produce more positive outcomes in the long term, outperformed students who were in SEI programs by the time they were in middle school, and they are effective at increasing proficiency.  Pros of SEI programs is that participants have higher levels of second language proficiency and academic achievement. Students also do not impair their first language skills (Blazer, 2017).

学校可以选择的另一个选择是双语教育(BE)模式来指导英语语言学习者(ELLs)。BE课程提供两种语言教学;英语和学生的母语。一旦学生掌握了熟练的英语，母语教学就会停止，学生将过渡到全英语教学的主流课堂(Blazer, 2017)。BE项目的优点是，从长期来看，它们产生了更多积极的结果，在中学时表现优于SEI项目的学生，而且它们在提高熟练度方面有效。SEI项目的优点是参与者的第二语言能力和学术成就水平较高。学生也不会损害他们的第一语言技能(Blazer, 2017)。

Conclusion:结论：

The article by Blazer (2019), states that some experts have concluded that there is no ‘one-size-fits-all’ model of instruction for ELLs. There is some ambiguity in education; what works for one student may not work for another. I believe that there should be some sort of a blended model that can accommodate and highlight the students’ needs first and foremost.

Blazer(2019)的文章指出，一些专家已经得出结论，没有“放之四海而皆准”的教学模式。教育有一些模糊性;对一个学生有效的方法不一定对另一个学生有效。我认为应该有某种混合的模式，能够首先适应和突出学生的需求。

References参考文献

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