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DUAL IMMERSION

DUAL IMMERSION. Parent Orientation Meeting. Why?. The optimal window for language acquisition is in the elementary years. Forty years of research documents the power of immersion programs Least expensive language instruction with the most proficiency.

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DUAL IMMERSION

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  1. DUAL IMMERSION Parent Orientation Meeting

  2. Why? • The optimal windowfor language acquisition is in the elementary years. • Forty years of research documents the power of immersion programs • Least expensive language instruction with the most proficiency

  3. “The power to learn a language is so great in the young child that it doesn’t seem to matter how many languages you seem to throw their way… They can learn as many spoken languages as you can allow them to hear systematically and regularly.” Dr. Susan Curtiss Linguistics Professor, UCLA

  4. District Objectives • Provide the educational, cognitive, socio-cultural and economic benefits of being bilingual, biliterate and multicultural. • Prepare students for their responsibilities as global citizens • Prepare students for cross-linguistic and cross-cultural encounters

  5. Proven Benefits • High proficiency in immersion language • Academic content learning • Enhanced cognitive skills: flexibility, attention, memory, problem solving, etc. • Increased cultural sensitivity • Better prepared for global community

  6. What to Expect in Dual Immersion • Two teacher model • A proficient target language teacher teams with an existing English teacher • Clear and consistent separation of languages during instruction • Daily instruction 50% in target language and 50% in English • Math, literacy, science, and social studies instruction through target language • Language arts (reading, writing, and spelling) in English • Art, music, & P.E. is divided between English and target language.

  7. Why Spanish? • There are 21 countries spread across four continents using Spanish for business, government, and daily life • Second most frequently spoken language in the U.S. • Third most spoken language in the world

  8. Fact Myth One Myth Learning two languages overwhelms, confuses, and/or delays acquisition of English Young children are capable of learning two languages Early dual immersion exposure does not delay the acquisition or development of either language does not impede academic achievement in English when both languages are supported

  9. Fact Myth Two Myth Native English speakers will experience academic and language delays if enrolled in dual immersion programs English speakers continue to progress at a similar rate in academic ability with their peers in monolingual classes while acquiring a second language Dual immersion does not adversely affect native English speakers, while closing the achievement gap for ELL (English Language Learner) students

  10. Fact Myth Three Myth Total English immersion is the best way for a young English Language Learner (ELL) to acquire English More English does not mean better English ELL children taught in English-only classrooms don’t achieve as high of levels of English as those who had the opportunity to learn in two languages ELL children who receive systematic learning opportunities in their home language outperform those who attend English-only programs on measures of academic achievement in English during the middle and high school years

  11. Former English Learners’ Grade 11 Reading Achievement by Elementary School Program

  12. Program Funding • Startup costs • Grant money from the State of Utah • Additional funds from Ogden District • Ongoing costs are minimal because the teacher and supplies are funded the same as other classrooms.

  13. Program Assessments • Language Arts • DIBELS in English (Dynamic Indicators of Basic Early Literacy Skills) • CRT’s in English (Criterion Referenced Tests) • CBA’s in English(Curriculum Block Assessment) • STAR (Success for All reading) • 4-sight (Success for All reading) • Math • Math Benchmark Assessments in English • CRT’s in English • CBA’s in English • Unit tests in target language • Target Language Proficiency Exam • NOELLA (National Online Early Language Learning Assessment)

  14. Parent Responsibilities • Commit to long-term participation in immersion program • Develop understanding of immersion education • Read with your child in home language 20-30 min. daily • Encourage use of target language outside of school • Provide community support and, when possible, volunteer • Enjoy the challenges; celebrate the results

  15. Transportation Parents of students who reside outside the immersion school’s attendance area must provide their own transportation

  16. Who Can Apply • All students entering kinder and first grades • Ogden District students will be given first priority and then the program will be opened to those outside of the district if space is available.

  17. How to Apply • Submit application to the school by February 26, 2010 (outside school boundary); March 12th (school residents) • Submit Open Enrollment Form, if needed • Notification of selection by lottery made on or before March 31, 2010 • If selected, return Parent Commitment Form by April 16, 2010

  18. Program Locations 2 schools • Spanish: Bonneville Elementary • Spanish: T.O. Smith Elementary

  19. Lottery • Number of spaces for enrolled students and other students based on number needed to maintain traditional and dual immersion classrooms • Siblings of students already in immersion program given priority • Two lottery groups to meet goal of language classroom • Proficient in target language • Proficient in English

  20. Final Thoughts • If we don’t teach our young other languages and cultural values, we are denying them access to the new world. - Shuhan Wang Delaware Supervisor for World Languages and International Education, serves on the boards of Foreign Language Annals (ACTFL), Chinese Language Teacher Association (CLTA), and the Longview Foundation for International Understanding

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