Arizona's Language Development Approach- Four Principles

 As we mentioned in a previous post, every state has control over its own education system. Therefore, each state is able to develop its own approach to teaching diverse learners such as English Language Learners. Arizona's language development approach is based upon four principles: Asset-based behaviors and expectations, Integrated instruction in disciplinary language and content, Targeted and explicit language instruction, and Assessment, monitoring, and feedback (Arizona's Language Development Approach, n.d.).

The first principle, Asset-Based Behaviors and Expectations, states that all teachers are expected to recognize that English learners' multilingualism and cultural knowledge are an asset to not only the school system but the community as a whole. They must be understanding and culturally responsive to the identities, strengths, and areas for improvement of all English learners, as well as build upon the backgrounds of these students. It is believed that this will help to foster confidence, self-efficacy, and the ability to be successful within the classroom for all English learners.

The second principle, Integrated Instruction in Disciplinary Langage and Content, states that educators are expected to differentiate instruction and scaffold in a way that not only teaches content but builds language development in accordance with the English Language Proficiency Standards. This principle is expected to help foster a sense of voice, confidence, and determination as English learners build language and content knowledge at the same time. 

The third principle, Targeted and Explicit Language Instruction, states that all teachers should work to provide opportunities for English learners to be immersed in content instruction that incorporates rich, meaningful language development. This principle also includes opportunities to reflect, comprehension strategies, critical thinking, and problem-solving skills. 

The final principle, Assessment, Monitoring, and Feedback, sets high expectations for teachers to use both formative and summative assessment tools in order to constantly assess students' language and content growth. This data is then utilized to help ensure all other principles are being upheld to the highest degree possible, and to allow teachers to make informed decisions about content and explicit language instruction needs of the students.

(Arizona's Language Development Approach, n.d.)