語言學essay代寫模板參考—Developing a Blended Model to Help English Learner Needs

語言學essay代寫模板參考—Developing a Blended Model to Help English Learner Needs，本文是一篇留學生管理專業的Essay寫作格式參考范文。美國在歷史上一直被認為是一個“大熔爐”，因為來自世界各地的人們來到這里，在我們的學校接受教育。英語學習者教育工作者(ELs)面臨著巨大的壓力，以確保這些學生發展熟練程度，并取得令人滿意的學術進步的英語每年(Blazer, Christie, 2017)。以下是語言學essay范例寫作的全部內容，是一篇符合國外大學Essay寫作格式要求的范文，供參考。

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).

亞利桑那州的英語教育法律并不廣泛，但迄今為止，為確保英語教育學生獲得足夠的指導以達到英語水平提供了堅實的基礎。EL法的第一次突破來自于2000年最高法院的判決，弗洛雷斯訴亞利桑那州，法院判決支持EL學生的父母，稱EL學生每天將接受英語語言發展(ELD)技術的指導，在學習上有困難的EL學生將得到額外的支持，并將使用評估來決定是否參加ELD課程。隨后，亞利桑那州選民通過了203號提案，該提案指出，所有教學都應盡可能快速有效地用英語完成，并應通過“庇護英語浸入式教學”(shelter English Immersion)來完成。上一個主要的EL法發展是2064年的眾議院法案，該法案建立了英語語言習得服務并創建了資金來源，確立了所有第一年EL(4小時的語言教學)的要求，并要求每年進行基于標準的評估來測試學生的英語熟練程度(亞利桑那州EL法歷史，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).

結構化英語浸入(SEI)項目是一種英語語言發展(ELD)技術，用于快速教授英語學生。在這種模式下，學生接受全部或大部分的英語教學，以達到熟練程度(修訂結構化英語浸入模式2019-2020學年，2019)。在亞利桑那州，SEI要求所有學校的所有教學都必須符合亞利桑那州K-12英語學習能力標準(AZELLA)。這些基于標準的評估是針對主要母語不是英語的學生的一種有針對性的工具(2019-2020學年修訂版結構化英語浸入式模式)。

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統一學區(2019)定義SEI模型的實現如下;填寫除英語以外的主要家庭語言(PHLOTE)表，表明學生的家庭語言是否不是英語。然后用AZELLA對學生進行評估。學生的AZELLA綜合分數(應急前、應急、基礎、中級或熟練)決定了他們的資格。任何低于專業水平的都有資格獲得EL服務。一旦學生符合資格，他們將被安排參加個性化語言學習項目(ILLP)，該項目可以是他們學校的英語語言發展(ELD)或SEI項目。在這兩種情況下，接收的內容都以學習英語為重點。當學生達到熟練分數后，他們就可以退出ILLP項目。

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).

學校可以選擇的另一個選擇是雙語教育(BE)模式來指導英語語言學習者(ELLs)。BE課程提供兩種語言教學;英語和學生的母語。一旦學生掌握了熟練的英語，母語教學就會停止，學生將過渡到全英語教學的主流課堂(Blazer, 2017)。BE項目的優點是，從長期來看，它們產生了更多積極的結果，在中學時表現優于SEI項目的學生，而且它們在提高熟練度方面有效。SEI項目的優點是參與者的第二語言能力和學術成就水平較高。學生也不會損害他們的第一語言技能(Blazer, 2017)。

Conclusion:結論：

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，一些專家已經得出結論，沒有“放之四海而皆準”的教學模式。教育有一些模糊性;對一個學生有效的方法不一定對另一個學生有效。我認為應該有某種混合的模式，能夠首先適應和突出學生的需求。

References參考文獻

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