TheStructured English Immersion is one of the educational policies thathave been adopted by the state of Arizona (Clark,2009).The abbreviation of this policy is SEI, and it has been used forpurposes of teaching the English language to non-native speakers.Under this policy, English Language Learners are required to attendstructured English lessons, and these lessons are taught based on anEnglish curriculum and in a structured manner. It is not only Arizonathat has adapted the SEI educational policy, but other states such asMassachusetts and California have opted to use the policy (Clark,2009).The reason for insisting that educators use the SEI policy to teachEnglish is because it is more effective and efficient in passingEnglish language skills to students who are learning English hence,contributing to their academic success.
Oneof the methods that SEI has helped to improve the academic success ofELLs is because it maximizes the instructions that educators provideto students through the use of the English language (Clark,2009).Educators have been forced to maximize the use of instructions inEnglish, because most educational assessments that are carried out bystates are always done through the use of the English language. Themain intention of using English as a major tool of providinginstructions is to help in accelerating the rate in which ELLs learnand master the English language hence, helping them to acquire thelanguage skills that can make them pass the state performanceassessments (Clark,2009).Therefore, it is through the use of the English language to passinstructions to ELLs students that help them to master the skillsthat can lead to their academic success by passing the stateadministered performance assessments.
Additionally,by emphasizing that educators have to teach ELLs the English languagebased on their level of understanding the language has helped thesestudents to achieve proficiency in reading and speaking the language(Clark,2009).This in turn helps these students to achieve success in theiracademic pursuit, because they will have the capability ofunderstanding the various assessments that are provided by the stateand the school, for purposes of testing their performance. InArizona, approximately 4 hours of study are dedicated each day, tohelp ELLs to learn English, and students are always placed in groups,based on the proficiency in which they understand and speak thelanguage (Clark,2009).Furthermore, in Massachusetts, learners who are very poor in Englishmust be taught the language for a minimum of two and a half hours ona daily basis, and students are grouped according to their level ofproficiency, so that it may be easier for teachers to help themmaster the language. As a result of these policies, ELL students havemanaged to improve the quality of their written and spoken English,resulting to an improved academic performance.
Inas much as the SEI program has helped to improve the academicperformances of ELLs, there are some gaps that exist in the program.A good example is the method that can be used to integrate thenative languages of the ELLs, into the program. Mora (2009) explainsthat Canada managed to achieve efficiency in educating learners onthe French language, because it integrated the French lessons withthe English language. On this note, Bilash (2009) believes that it ismore effective for educators to use the bilingual method in teachingELLs the English language. However, implementing this policy inAmerican schools is difficult because of the large number ofdifferent languages that ELLs students speak (Mora, 2009). Therefore,the gap that exists is the strategy that educators can use forpurposes of integrating these languages into the SEI program, withoutaffecting the quality of the program and its implementation.
Finally,the SEI is a policy that is adapted by a number of states forpurposes of helping ELLs to achieve proficiency in speaking andwriting the English language. It emphasizes on the need of teachersto allocate a minimum number of hours that they can use to teach theEnglish language, and tutoring these students based on the level oftheir proficiency in speaking and writing the English language.States emphasize that ELLs need to achieve a level of proficiency inunderstanding English because it will ensure that they are able tosucceed academically.
Bilash,O. (2009).  Cummins` Interdependence Hypothesis. RetrievedJanuary 24, 2017, fromhttp://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/iceberg.html
Clark,K. (2009). The case for structured English immersion. EducationalLeadership, 66(7),42-46.
Mora,J. K. (2009). From the Ballot Box to the Classroom. EducationalLeadership, 66(7),14-19.