Ebinport Elementary School School of Choice for World Language and Global Studies 2011-2012
Why learn another language? A few quotes… If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart. -Nelson Mandela If you are traveling around the world... speaking the language is better than shouting. –Anonymous
Who we are… • Total Population 558 • ESOL 86 • Free and Reduced Lunch 303 (55%)
Our Mission Statement Working together with the student, home, and community, Ebinport Elementary School will ensure that all students have the skills, knowledge, and desire to become lifelong learners and succeed in a changing world.
What the research says… • Three major areas have been identified: • How does language learning support academic achievement? • How does language learning provide cognitive benefits to students? • How does language learning affect attitudes and beliefs about language learning and about other cultures?
How does language learning support academic achievement? • Language learning can benefit all students -Students from all socioeconomic backgrounds benefit from an immersion-type introduction to a world language and achieve at higher levels academically in both their first and newly acquired language. Applied Psycholinguistics, 8(2), 137-151. from PsycINFO database
How does language learning provide cognitive benefits to students? • Language learning correlates with higher academic achievement on standardized test measures -The program outcomes support the contentions found in research that, over time, second language learners (1) have improved test scores; (2) are able to think divergently; (3) achieve in their first language; and (4) attract and maintain parent involvement. Cade, J. M. (1997). The foreign language immersion program in theKansas City,Missouri Public Schools, 1986-1996 [Abstract]. Dissertation Abstracts International -A 58(10), 3838.
How does language learning affect attitudes and beliefs about language learning and about other cultures? • Language learning is beneficial to both monolingual English and English language learners. -The findings support work by other researchers who have reported that teaching English learners in their home language does not impede the acquisition of English. Similarly, English-dominant students in an Immersion program, by the end of their first and third year of this study, were achieving at-or-above grade level in both English and Spanish. Pagan, C. R. (2005). English learners' academic achievement in a two-way versus a structured English immersion program [Abstract]. Dissertation Abstracts International, A: The Humanities and Social Sciences, 66 (5), 1603-A-1604-A. (Available from UMI,Ann Arbor, MI. Order No. DA3175715.)
Current Language Delivery Model for Non-Immersion Students • Flexible scheduling- • Primary Grades- Content delivered in 20 minute lessons to take into account attention span of students • Example- videos on the front end and live lessons on the back end of the week to summarize new learning, practice language skills, and tie together cultural learning opportunities introduced by the classroom teacher.
Current Language Delivery Model for Non-Immersion Students • Flexible scheduling- • Elementary grades- Content delivered in longer segments (30 minutes) • Example of schedule- 2 face-to-face lessons, 2 video lessons, and a final, face-to-face lesson (shorter in length) to summarize new learning, practice language skills, and tie together cultural learning opportunities introduced by the classroom teacher.
Global Studies How does this work in each classroom? • Teacher works with class to select a country in grade level’s continent. • School buys flag from country chosen to display as student immerse themselves in learning about their chosen country. • Class conducts in-depth study of country chosen led by teacher to include clothing, art, geography, economy, foods, etc… using a project based approach • Environment of room changes to reflect the country being researched • International night held in May to share learning with parents and community
Global Studies (contd…) How will related arts plug in to global studies? • Related arts team will plan integrated global learning opportunities based on a 5 week rotation per grade level beginning week after labor day. • Integrated global learning opportunities will focus on intensive continental study through the areas of music, art, PE (movement) and guidance/media. Technology will be injected as appropriate into new learning. • Related arts team will ensure hallways “scream the theme” of global studies as much as possible (i.e. bulletin board opportunities, artwork, music in hallways, etc…)
Immersion- 50/50 Model Frequently Asked Questions Q: What is a Spanish immersion program? A: In an immersion program, all of the classroom instruction occurs in the target language, Spanish. Rather than the language being the topic of instruction, it is the method of instruction. Students read, write, and speak the language as they go through their daily lessons. Ebinport would use the 50/50 partial immersion model. The 50/50 model uses English and the target language (Spanish) for 50 percent of the time throughout the duration of the program. In the 50/50 model, instruction in English and Spanish is divided evenly. In our program, students would learn math and science in Spanish and literacy skills and social studies concepts in English. Q: What about the first days in the program for new students? A: Teachers are very aware that new students in the program probably do not understand what is being said. Thus, they use a variety of techniques to convey meaning. They may use many gestures; they may exaggerate facial expressions; they may bring in real objects and have children manipulate objects; they may use music and sound. Extra efforts are made by the staff to help the students feel secure, comfortable, and relaxed. Although some students may experience frustration initially because the Spanish teacher will not speak English, this frustration is quickly resolved. Teachers readily contact parents as necessary, so any classroom concerns can be addressed immediately.
Immersion 50/50 Model Q: What are the benefits of knowing a second language? A: In addition to developing a lifelong ability to communicate with more people, children may derive other benefits from early language instructions: improved overall school performance, superior problem solving skills, greater divergent-thinking skills, improved listening skills, and deeper perspective of the world and cultures. Q: Will a child’s English skills suffer? A: No. Research has shown that second language proficiency in an immersion program does not come at the expense of achievement in English or other curriculum areas. Although there may be small lags in English language arts for the first few years of the program, studies have shown that by fifth grade, immersion students consistently score at the same or higher levels as non-immersion students in tests administered in English.
Immersion- 50/50 Model Q: How can parents help a child with school work if they don’t understand Spanish? A: All parents can help their child learn by reading in English and talking about what they’ve read. Homework sent home in the upper grades will be carefully explained to the students. Children become wonderfully independent in their work. Q: May parents try the immersion program for one or two years? A: It is important for parents to enter initial enrollment with the understanding that they are enrolling in a Kindergarten through grade 5 program. The success of immersion education is best validated by sustained continuity and intensive experience in Spanish. It is not in the best interest of the child or the program for students to be enrolled for a one or two year “interesting experience.” The success of immersion education is best validated by sustained continuity and intensive experience in the immersion language. The District is developing pathways for continuing the Spanish Immersion program at the middle and high school levels.
50/50 Immersion Model Q: Is Immersion the right choice? A: One of the first questions often asked by parents is, “Is this the right choice for my child?” When trying to answer that question, it is important to remember the opportunities that you are offering your child by exposing him or her to another language and culture. Through the immersion program, children will be provided with the opportunity to develop the ability to communicate freely with persons who speak the immersion language. Being bilingual may enhance a child’s opportunities in the job market and make it easier to learn other languages. Taking part in the immersion program can be an exciting and stimulating experience for any child. Parents need to consider their personal commitment to bilingualism.
What does “Immersion” look like? Remember… It is content taught in the target language rather than language instruction. Students will learn grade level standards in Spanish, rather than in English, for 50% of the day.
An immersion classroom in ACTION… Click below to watch a video example of an immersion program in North Carolina… The program you will see is a total Spanish Immersion program. Our program will be a 50/50 model with Spanish being the language used to teach math and science content. However, many similarities exist, and you can count on your child moving towards becoming bilingual at a rate that is just a bit slower than in this video due to only half of the day’s instruction being in the target language (Spanish) rather than the entire day. http://www.youtube.com/watch?v=4lbw3KRyymo
What do I need to do now if I am interested in making Ebinport Elementary my School of Choice? Choice Application Process Begins January 21, 2012 Choice Application Process Ends February 29, 2012 Choice Acceptance/Non-Acceptance Notification First week of March Parents Accept or Decline Choice Option March 23, 2012 Go to the Rock Hill Schools’ website and complete an application- http://www.rock-hill.k12.sc.us/parents/20122013schoolsofchoice.aspx