A 4 page research paper on Structured English Immersion (SEI), which is a methodology for teaching Second Language Learners (ESLs) in which instruction is designed to be at the "learner's readiness level," with teachers speaking in English between 70 and 90 percent of the time (Rodriguez and Higgins, 2005, p. 236). Baker (1998) points out that SEI is not the equivalent of an All-English approach, as the students' native language is used to a limited extent. Supporters of SEI assert that students are capable of learning "English and non-language subjects taught in English" at a desirable level of assimilation simultaneously (Rodriguez and Higgins, 2005). This examination of SEI instruction describes three approaches that are applicable to the needs of beginning students. Bibliography lists 7 sources.
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70 and 90 percent of the time (Rodriguez and Higgins, 2005, p. 236). Baker (1998) points out that SEI is not the equivalent of an All-English approach, as the students
native language is used to a limited extent. Supporters of SEI assert that students are capable of learning "English and non-language subjects taught in English" at a desirable level
of assimilation simultaneously (Rodriguez and Higgins, 2005). The following examination of SEI instruction describes three approaches that are applicable to the needs of beginning students.
Total Physical Response (TPR) and storytelling: The TPR approach to language learning revolves around the teacher issuing a command, that is, a direction of some
type, to the students, which the teacher models in order to give context to the spoken command. For example, the teacher might say "stand up" and then stand up. Celce-Murcia
(2001) indicates that empirical research supports the premise that students learn best when the mind and body respond together. TPR is often combined with storytelling to further elaborate on the
goal of learning language within specific contexts. Example narratives can be situations from everyday, such as getting ready for school (Celce-Murcia, 2001).
The teacher might use pictures or finger-puppets to help facilitate student comprehension. The disadvantage to this approach is that it may not easily adapted to all situations. In considering how
this approach can be used within the students own classroom, this writer/tutor suggests that the student consider a command that is frequently given in the classroom, and whether this command
can be adapted to the TPR model. For example, if the teacher says, "Stop talking" or "Be quiet" often, the student might consider accompanying these words with gestures or a
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