[Solved] Structured English Immersion – Secondary SEI/506

Assignment Prompt & Instructions

### **Structured English Immersion – Secondary**

[**SEI/506**](https://api.uopx.io/api/learning/v1/courseLink?fallBack=/ultra/course&courseId=OSIRIS:60390042)

**files (1)**

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As a teacher, it will be important to recognize and understand the academic, social, and emotional needs of English learners based on their prior experiences. This will allow you to better teach them and make them feel welcome.

**Research** the following English learner populations:

· Students with interrupted formal education (SIFEs)

· Long-term English learners (LTELs)

· Recently arrived English learners (RAELs)

· Refugees

· Migrants

· Immigrants

· Native Americans

**Consider** exploring the
[Special Populations: English Language Learners](https://www.colorincolorado.org/ell-basics/special-populations) page from Colorín Colorado.

**Create** an infographic that differentiates the following populations:

· Students with interrupted formal education (SIFEs)

· Long-term English learners (LTELs)

· Recently arrived English learners (RAELs)

**Include** in your infographic:

· An explanation of how refugee, migrant, immigrant, and Native American students pertain as subgroups to each of the 3 groups (SIFEs, LTELs, and RAELs)

· Brief statements or words describing factors that influence English language acquisition for learners from these special populations (i.e., family support, previous schooling, etc.)

· Tips on how you can create a safe and inclusive environment for these special populations—think about how you will make these learners feel valued and value each other.

· District and community resources that are available in your area for these students and families

**## Untitleddocument.docx**

As a teacher, it will be important to recognize and understand the academic, social, and emotional needs of English learners based on their prior experiences. This will allow you to better teach them and make them feel welcome.

**Research** the following English learner populations:

· Students with interrupted formal education (SIFEs)

· Long-term English learners (LTELs)

· Recently arrived English learners (RAELs)

· Refugees

· Migrants

· Immigrants

· Native Americans

**Consider** exploring the
[Special Populations: English Language Learners](https://www.colorincolorado.org/ell-basics/special-populations) page from Colorín Colorado.

**Create** an infographic that differentiates the following populations:

· Students with interrupted formal education (SIFEs)

· Long-term English learners (LTELs)

· Recently arrived English learners (RAELs)

**Include** in your infographic:

· An explanation of how refugee, migrant, immigrant, and Native American students pertain as subgroups to each of the 3 groups (SIFEs, LTELs, and RAELs)

· Brief statements or words describing factors that influence English language acquisition for learners from these special populations (i.e., family support, previous schooling, etc.)

· Tips on how you can create a safe and inclusive environment for these special populations—think about how you will make these learners feel valued and value each other.

· District and community resources that are available in your area for these students and families