Photo credit: Bellevue School DistrictThirty years ago, little Analisa Calderon sat on the carpet of a Minnesota kindergarten classroom and listened to her teacher give instructions in Spanish.A little girl next to her whispered, “Do you know what she’s saying?”.“I remember being a little overwhelmed,” Calderon says. “I could understand a little of what the teacher was saying because my dad spoke Spanish to me. So I told her, ‘A little bit.’”Calderon, now a Seattle physician, was attending an early version of a Spanish immersion class.Today, this is called a two-way dual immersion program, meaning that some of the children are native Spanish speakers, some are bilingual and some come from English-only homes. Some programs teach in English for half the day and the other half in Spanish. Other programs are almost entirely Spanish in kindergarten and first grade. The goal is to have all children test at grade level in both languages by third grade.While Spanish is the most common language taught in these programs, some schools focus on other languages such as French and Mandarin.Calderon credits her early immersion experience with allowing her to quickly grasp Spanish. After studying the language in college, she not only speaks it fluently, but reads and writes in Spanish as well.It comes in handy now that she’s a family physician at in Seattle, where the majority of her patients speak Spanish.“I have the ability to speak my patients’ language, so they can be heard and understood.
That’s a pretty big deal and it’s one of my favorite things about what I do.”Bilingual skills such as these are in high demand, and schools and educators are finding ways to equip students with these capabilities. Studies show that studying a foreign language helps academic performance across subjects, narrows achievement gaps and enhances cognitive development.Farin Houk, a cofounder and head of school at, saw the gap between the demand for bilingual professionals and programs that teach students a second language, as well as the frustration of native Spanish speakers in English classrooms.“There is widespread academic distress among native Spanish-speaking students,” she says. “I got to the level of frustration where I just couldn’t do it anymore.”Houk, a former public school teacher, saw a system that tried to quash the native Spanish speaker’s first language, while also trying to develop a Caucasian native English-speaking middle- to upper-class group of bilingual students.To her, this double-headed problem had a “no-brainer” solution.Houk opted to start her own school to serve a mix of native Spanish-speaking, bilingual and native English-speaking students.
The first cohort started in kindergarten and is now in third grade.The Spanish/English mix varies per grade. Prekindergarten through first grade is taught entirely in Spanish. By second grade, students transition to math in English.
In third grade, 30 percent of class is taught in English; the other 70 is in Spanish. For the next year, when the oldest group moves to fourth grade, instruction will be 50/50.“The best way to learn a language is to live and learn alongside native speakers,” Houk says. “There are real, authentic opportunities for language learning.”.
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Two-way Immersion Programs Features And Statistics
Garland Independent School District, a, has undergone a dramatic demographic shift. Like, Garland schools are blacker, browner, and more racially diverse than a generation ago. The multicultural panorama in Garland schools is. Still, in a school district with, and a state where are Spanish speakers, Garland chose Mandarin Chinese as the focus of its newly launched language-immersion program at Weaver Elementary School. Increasing Garland students’ marketability in a global economy was the rationale. “It’s preparing students for the future and hopefully, lots of possibilities as they get older,” the school’s principal, Jennifer Miley,. In a break with tradition, more schools are adopting language-immersion programs, in which English and another language are integrated into the curriculum and instruction.
The Center for Applied Linguistics, a D.C.-based nonprofit, found an exponential growth in foreign-language immersion in a comprehensive survey of public schools and some private schools. Language-immersion schools grew steadily, with the largest increase in the decade that started in 2001. Spanish remains the most popular for immersion programs at 45 percent, followed by French (22 percent) and Mandarin (13 percent), with a wide array of languages —from Hawaiian and Cantonese to Japanese and Arabic.As two-way immersion grows, the variety of language options now available marks a turning point in the evolution of bilingual education. Once the mainstay of immigrant children, bilingual instruction has a new band of converts: English-speaking parents, lawmakers, and advocacy groups. Research shows that students gain cognitive and academic benefits from bilingualism. Yet an overarching reason for the heightened interest is giving U.S. Students a jump on the competition in a global workforce.
And some activists find even with this flurry of attention, equal access to dual-immersion remains a thorny issue and persistent challenge.While many states, including and, have fully embraced two-way immersion, seemingly none has adopted the approach with the intensity of Utah. In a fairly, Utah in language immersion teaching Mandarin Chinese, French, German, Portuguese, and Spanish. Governor Gary Herbert set a target in 2010 for the development of 100 programs in intensive dual-language serving 25,000 students by 2015. Utah met that goal two years ago, and the brisk pace continues with the launch of additional programs.Utah’s expansion of dual-immersion is designed with one major purpose: to make the state’s future workers attractive to global companies. Herbert boasted that Utah was responsible for one third of all Mandarin Chinese classes taught in America’s schools in to the U.S. House Education and Workforce Committee.
His remarks highlighted the link between dual-immersion programs producing multilingual students and a workforce that attracts business to the state. Gregg Roberts, who oversees Utah’s dual-language initiative,: “The reason why we’re doing this during hard economic times is this is all about Utah’s future. We’re going to have a generation of kids to come that will really put Utah on the map and bring businesses here because it really is about our future economic survival.”. Vanessa Bertelli, the project’s executive director, points to an elementary-school bilingual-immersion program in Ward 7 approved for 2016 and “immersion now mentioned by candidates for upcoming local elections” as signs of progress but “it is nowhere close to satisfying the demand,” she says. For every child matched with a seat in an existing immersion program in the District, there are five more children waiting for a seat, according to her group.
“The jobs expected to grow most in the next 10 years are heavily related to languages—hospitality, tourism, marketing, and healthcare,” says Bertelli. “There needs to be more urgency around a long term strategy that will ensure that our D.C. Kids can fill those positions.”. Notwithstanding the many positives of immersion instruction, factors such as race and class can also unwittingly pit relatively well-off English-speakers against students from historically marginalized communities. The resulting imbalance led Claudia G. Cervantes-Soon, an assistant professor of bilingual education at University of Texas at Austin, to take a closer look at these educational efforts.
Two Way Immersion Programs In California
One of the critiques of traditional foreign-language education programs is that they don’t offer students enough opportunities to practice the target language in a more natural setting, she says, explaining that an important advantage of dual-immersion programs is giving English speakers the opportunity to interact with native speakers in authentic ways. These children’s linguistic strengths and cultural assets become important resources for English speakers to practice and develop their second language, which can lead to unintended consequences.“When I started to visit classrooms, I was surprised by what I observed: Latino children from Spanish-dominant homes tended to be strikingly more quiet and subdued than their white English-dominant peers—who often and sometimes forcefully dominated classroom discourse,” says Cervantes-Soon. “Also, although language minority students generally did better academically in two-way immersion than in regular mainstream classrooms, their white English-dominant peers continued to outperform them.”. Cervantes-Soon cautions that the mutual goals of two-way immersion—bilingualism, bilteracy, academic achievement, and cross-cultural competencies—can mask the differences in the students served, who come to these programs with distinct needs, priorities, and access to resources.
Dual language programs are the most impressive forms of education being offered in the United States, and there is a significant increase in demand for these programs throughout the country. I thought I’d summarize the research about dual language programs in this blog post and include links to the longer research reports for parents who are interested in conducting their own analysis.
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