English Immersion

In the United States, various educational program models address the needs of school-age students who are not yet fully proficient in English. Even though there is great variability in program design, there are two major distinctions: (1) bilingual programs that use the native language and English as a second language for instruction and (2) English-only programs that exclusively use English as a second language approach for instruction. Bilingual education models include transitional bilingual, heritage language, dual language or bilingual immersion, and maintenance bilingual programs. English-only models include English as a second language (ESL), newcomer center, and structured English immersion programs. For school districts, the choice of offering native language instruction versus English-only instruction to English language learners (ELLs) depends on several factors, as described in this entry.

One factor is the student linguistic demographics. In some areas of the United States, the linguistic makeup of prekindergarten through Grade 12 students is diverse, but in other areas, one minority language dominates, as in Arizona and Texas where Spanish is the predominant language spoken by ELLs. Although most second-language learners in the United States come from Spanish-speaking homes (57% according to Census 2000), many education systems across the country serve ELLs who speak a variety of languages (18% of ELLs speak Asian and Pacific Islander languages and 23% speak other languages as their mother tongue, according to the 2000 census). In cases where multiple languages are represented in the student body, school districts offer structured English immersion or ESL classes, or both.

A second factor that determines English-only or native language education may be the availability of qualified bilingual teachers. In particular, the recent increase of language minority communities in previously homogenous geographic areas of the United States, such as Minnesota and Arkansas, has presented a challenge for school districts in recruiting and hiring bilingual teachers. A third factor is the specific legislation that governs the education system of each state. For example, Arizona, California, and Massachusetts have all passed legislation that limits bilingual education in favor of structured English immersion programs. A fourth factor that may contribute to the choice of English-only versus bilingual instruction can be politically motivated. Because the No Child Left Behind Act, the federal education law passed in 2002, requires that ELLs receive specialized instruction but does not stipulate whether this should be in the native language or in English, school districts pressured by public sentiments against immigration or in favor of Official English laws often opt for English immersion programs.

Defining Structured English Immersion

Structured English immersion is an education model that provides specialized instruction primarily in English through ESL and is designed for school-age students who are not proficient in the English language. In this model, students receive all their instruction in English, relying on specialized ESL instructional [Page 441]methods and approaches, such as Sheltered English, English language development (ELD), and specially designed academic instruction in English (SDAIE). Structured English immersion teachers must have teaching credentials in ESL. The curriculum and instructional materials used in immersion programs are adapted for second language learners and incorporate language as well as academic subject matter.

Arab American girl reading. An Arab American girl is shown reading the Dr. Seuss children's classic Horton Hears a Who! in a bilingual second-grade class at Iris Becker Elementary School, Dearborn, Michigan. English immersion programs in schools insist that students be moved as quickly as possible to learning only in English with no teaching of course work in their native language.

Source: Time & Life Pictures/Getty Images.

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