AEMP Frequently Asked Questions

1. Who are SELs?
2. How are SELs different from ELs?
3. What is MELD?
4. What is the difference between MELD and ELD?
5. When is MELD infused into daily instruction?
6. How are accommodations for SELs made when using Open Court?
7. What are some specific examples of MELD instructional strategies that support SELs when using Open Court?
8. When is the AEMP lesson-plan-organizer appropriate to use?
9. What resources can be used to support MELD?
10. What is a MELD learning center or instructional area?
11. Are the ELD standards appropriate for SELs?
12. How do teachers not in AEMP schools gain knowledge about the needs of SELs?


1. Who are SELs?
SELs–Standard English Language Learners– are those students for whom Standard English is not native and whose home language differs in structure and form from standard academic English. These students are often classified as "English Only" because their home language generally incorporates English vocabulary but embodies phonology, grammar, and sentence structure rules borrowed from indigenous languages other than English.

2. How are SELs different from ELs?
English language learners or ELs, are those students for whom English is not native (ENN), and Standard English Language Learners or SELs, are those students for whom Standard English is not native (SENN). Both ELs and SELs are considered language different but SELs can generally understand Standard English when it is spoken where ELs may have language comprehension difficulties. Languages spoken by SELs include African American language (AL), sometimes referred to as African American English; Mexican American Language (ML) also referred to as Chicano English; Hawaiian American Language (HL) also referred to as Hawaiian Pidgin English; and Native American Language (NL) sometimes referred to as American Indian English or Red English. Both ELs and SELs need to acquire knowledge of the rules of Standard academic English in its oral and written form in order to be successful in American schools.

3. What is MELD?
MELD – mainstream English language development– refers to the development of listening, speaking, reading, and writing skills in standard/mainstream and academic English.

4. What is the difference between MELD and ELD?
Both MELD–mainstream English language development, and EDL–English language development refer to the development in students of listening, speaking, reading, and writing skills in English. What differ are the strategies and approaches for moving the two groups of students toward Standard English language mastery.

5. When is MELD infused into daily instruction?
MELD is conducted during regularly scheduled 30-45 minute time blocks, as twenty minute "language breaks" conducted twice daily, during the pre-teach and/or re-teach workshop time blocks as a part of Open Court, or during the EDL time block with teacher teaming.

6. How are accommodations for SELs made when using Open Court?
The Academic English Mastery Program has–drawing from Open Court lessons– outlined instructional interventions that accommodate specific language learning needs of SELs. These interventions consist of suggested activities designed to address phonological variations in the language of SELs and to support success with phonics instruction, vocabulary development, reading comprehension, fluency, and written language development. These strategies are introduced to teachers as a part of the district Open Court training or through AEMP Educational seminars.

7. What are some specific examples of MELD instructional strategies that support SELs when using Open Court?
See the AEMP MELD Activities Guide, Instructional Framework, the GLC Instructional Units, and the AEMP English for Your Success grade level curriculum guides for specific examples of MELD instructional strategies.

8. When is the AEMP lesson-plan-organizer appropriate to use?
The AEMP Into-Through and Beyond lesson plan organizer is appropriate for planning MELD lesson activities. It continues to be an excellent guide for developing lesson activities that build on the learning styles and strengths of SELs in content area instruction.

9. What resources can be used to support MELD?
For a complete listing and description of instructional resources for implementing MELD with SELs see the (yellow) AEMP Resource Informative. A short list of program resources include the following:
AEMP Instructional Framework
AEMP MELD Activities Guide
AEMP Grade Level Collaborative Instructional Units
AEMP Personal Thesaurus of Conceptually Coded Words
AEMP Open Court Accommodations for SELs
AEMP Culturally Relevant Classroom Library
AEMP Graphic Organizer Instructional Support Packet
Technology as a Tool in Language Acquisition
English for Your Success Handbook*
English for Your Success Grade level Curriculum Guide – Grades PreK-1*
English for Your Success Grade level Curriculum Guide – Grades 2-3*
English for Your Success Grade level Curriculum Guide – Grades 4-5*
English for Your Success Grade level Curriculum Guide – Grades 6-8*
*= Available from Peoples Publishing of New York

10. What is a MELD learning center or instructional area?
A MELD learning center or instructional activity area is a designated area in the classroom that houses instructional materials and resources that support the development of listening, speaking, reading and writing skills in standard academic English. This area accommodates individual and small group collaborative activities, as well as teacher guided instruction of SELs. Activities included in the center consider the specific language, literacy, and learning needs of SELs.

11. Are the ELD standards appropriate for SELs?
The ELD standards, which serve as benchmarks for moving ELs into the mainstream English language Arts (ELA) curriculum may also provide instructional support for SELs. Not all of the ELD standards will be applicable to SELs. For example, because the languages of SELs incorporate English vocabulary, the beginning and early intermediate level ELD standards– which focus heavily on comprehension and formation of simple sentences– have minimal application. The intermediate, early advanced, and advanced level ELD standards–which require consistent use of standard English grammatical and phonological form orally and in writing– are important benchmarks for SELs.

12. How do teachers not in AEMP schools gain knowledge about the needs of SELs?
Teachers not in AEMP schools will receive some guidance for addressing the needs of SELs through Open Court training. In addition, the Academic English Mastery Program is developing an educational seminar series for TV that teachers can enroll in for salary point credit, and hopes to expand its school site professional development and support as funding permits.

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FOR MORE INFORMATION ABOUT THE AEMP PROGRAM CONTACT:
Noma LeMoine Ph.D., Director (noma.lemoine@lausd.net)
Programs for Standard English Learners
Academic English Mastery Program
333 Beaudry, Los Angeles, CA 90017
Instructional Support Services, 25th Floor, Room-131
PHONE (213) 241-3340 FAX: (213) 241-8495