Smith (2009) explored the behaviours, including engagement in lessons, of first grade
EFL Haitian students with three different levels of English proficiency (beginning,
intermediate, and advanced) during a Sheltered English Immersion (SEI) English
Language Arts (ELA) literacy block. The study made two main conclusions: First,
English Language Learners need support in their primary language during English
instruction, and second, specific structural grouping preferences should be recognised
and supported, along with exposure to all structural groupings.