A Dual Immersion Program For Hispanic Children From...

A Dual Immersion Program For Hispanic Children From...
This quarter I am continuing my observations with Heather Cyrus from Barbour Dual–Language Immersion Academy. She is a unique second grade
teacher for Spanish and English speaking students. In my prior fieldwork assignments, I have not met another teacher who has been so ahead of her
peers in evolving the classroom for successful, 21st century education.
Barbour runs a dual immersion program for Latino children from kindergarten through eighth grade. Starting in the lower grades more Spanish
instruction is the main concentration with English incorporated more and more each year. The classrooms are split as evenly as possible with English
speakers and Spanish speakers of all backgrounds and ethnicities. The average class size is 26 students ... Show more content on Helpwriting.net ...
Her philosophy of learning is "ever changing" and she believes "the learner is the most important piece of the puzzle..." . (H. Cyrus, personal
communication, January 20, 2017) She works continuously with the other second grade teachers in a team to set the plan on the standards and how
they will meet them each year. They do not follow a curriculum, but the Common Core State Standards (CCSS) with the Essential Learning Outcomes
(ELO) and Depth of Knowledge (DOK) levels. The curriculum Math Investigations is offered in the district for her grade level, but it is not a main
focus for her lessons. She utilizes curriculums provided by the district as resources and supplements for lessons alone.
When sitting down with her fellow teachers, they do what's called "unpacking" the standards. Project– based lessons are built in putting as many
subjects in to the units as possible. With ESL students, vocabulary is a large part of their unit design and plays a significant role in Spanish or English
in teaching students to understand the lessons. There are pretests devised based on these objectives and units for each teacher to determine the needs of
their students in their particular classrooms.
Like most teachers, she supports the CCSS but does acknowledge the flaws of their implementation. In our interview Heather tells me, "the CCSS are
not developmentally appropriate, ...often times social/emotional standards are less emphasized, ... the amount of CCSS we often are
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intend to expose in their studies how Educational...
intend to expose in their studies how Educational Neuroscience can reshape educational policies and practices in teaching and learning the core content
areas, especially in timing and sequencing content exposure. One approach was to study whether exposing a young child to two languages caused
delay in language development and language confusion. Studies revealed that the optimal age for dual language development was before age five.
Children were not delayed in phonetic contrasts acquisition. Imaging brains of monolingual and bilingual infants revealed that both groups presented
similar neural activation. Regarding reading in bilingual children studies showed that children experiencing bilingual education in primary grades
outperformed... Show more content on Helpwriting.net ...
The results are consistent with the notion that both groups exhibit different development of brain networks associated with the control of executive
functions.
Dr. Tom Schweizer, a neuroscientist in St. Michael Hospital in Canada studied the effects of bilingualism in patients with Alzheimer's disease. He
chose a sample of patients with similar background, education, and disease cognitive detriment. Half were monolingual and half were bilingual. Using
CT scans and cognitive evaluation he found that even though bilingual patients showed twice as much atrophy, they performed as well in the cognitive
test as their monolingual counterparts with less atrophy. This may be explained by the fact that bilingual individuals have developed enhanced neural
networks or pathways, also called neural reserve, when switching from one language to another or suppressing one language from another. Dr.
Schweizer explains that though bilingualism delays Alzheimer's progression for about five years it does not prevent it.
Alladi, et. Al. in 2013 in an effort to identify the association between bilingualism and age at onset of dementia and its subtypes ran the largest study
with case records of 648 patients with dementia (391 of them bilingual) "The age at onset of first symptoms was

Prop 227 Points of Contention Essay
What are the main points of contention surrounding this issue? Be sure to thoroughly discuss contrasting perspectives and the underlying reasons
explaining the different positions people take on this topic.
The main arguments surrounding Prop 227, is whether or not bilingual programs should be in schools in California. Some argue that having bilingual
programs doesn't help the student to learn English, it just reinforces their native language. Also it has be said that test scores supposedly did not
improve in the bilingual programs. On the other hand though, people are arguing that the English Immersion programs do not work because for
smaller children they must learn how to read and write in their native language to be able to ... Show more content on Helpwriting.net ...
The problem with both bilingual education and English–as–a–second language instruction in the United States lies in our unwillingness to treat English
for non–speakers as an academic subject (Haas, 2007). While the bilingual programs in California are thought to be mostly for people who speak
Spanish, there are also Asian students that need to be taught proper English before continuing their education. As one anonymous teacher points out: "I
have had 32 different languages spoken in my classroom over a 25–year period. Eighty–four languages are spoken in our district."(Anon 1998 & Haas
2007). Which for most teachers mean that it is both educationally and economically impossible to teach every student in their own native language.
In contrast, the people against Prop 227, state that the Prop creates too much chaos and does not support every learner. "Adaptations and modifications
are not allowed for non native English speakers (i.e. all public school instruction will be conducted in English)" (Linton, 2007). The change from
bilingual education to English Immersion was of great confusion for both students and parents, due to the sudden change in consistency between
districts, school, and teachers. Prop 227 threatened teachers and administration with legal penalties if they tried to teach or a help a student in a foreign
language. Some that are opposed to Prop 227,

Graduation Speech : The Spanish Immersion Program Essay
Growing up, I received a good education and was lucky enough to be included in the
Spanish Immersion program. Here I was taught two languages at once. In Elementary School, I grew up speaking and learning in Spanish for half the
day and the other half in English. I was also involved in Ignite, which was a program that you would attend for half the school day every two weeks, it
was a program for "advanced" students, where you got to learn things that you would not normally do in your basic classes. In middle school we were
divided into "gifted" and "non–gifted," depending on how smart the teachers and even some tests said you were. Depending in which group you were
in, you learned different things at different paces. We would read higher level books, at a faster pace than the other classes. Once I got tohigh school we
had "honors" and AP classes and even just normal classes. You were able to sign up for the ones you pleased, and at this point, people knew where
they belonged and knew which classes to choose. In these higher level classes, a lot of the time you got some of the better teachers, and you even
had the opportunity to learn different subjects than the other classes. Again, these classes would go at a faster pace, and you would read and work
with more advanced readings and assignments. Students participated in these difficult AP classes to not only raise their GPA, but to also get a chance
to earn college credits in high school, for a much cheaper cost. For the

An Experimental Language Immersion Program
Introduction
In the 1960's, Canada was a multi–cultural environment, with both English and French speakers. Not only were people speaking different languages,
they had their own unique customs and practices that went along with their culture. Parents of school–age children convinced educators to test out an
experimental language immersion program. This program would facilitate learning of both the English and French language, as well as the separate
traditions and cultures of each. Programs like this are still around today, teaching many different language combinations.
Elementary age children are put in a classroom to learn different skills, such as English, mathematics, history, and reading. Is this a time when they
should be learning another language as well? Studies have been done on language immersion programs, both for English speakers as well as English
learners. Each program is unique, but most consist of a certain amount of time each day being taught different subjects in their native language, and
then being taught the remaining time in a different language. The results show that bilingualism has had positive effects on the children.
In an article titled Primary students ' proficiency and achievement: The difference two–way immersion programs can make, it says, "Overall,
language–majority students (referring to English speakers learning a new language) in the two–way immersion program significantly outperformed
similar students in a control school on

Bilingual Vs. Foreign Language Skills Essay
Final Paper In today's increasingly globalized world, the ability to speak a second or multiple languages provides a wide range of benefits. Since
people who have foreign language skills surely spent much time not only in studying the language itself but also in engaging with its culture, they can
see things from other different perspectives, not from a single perspective. The latest study actually shows that bilingual children are more capable of
understanding others' perspectives than those who speak only one language (Whyte, 2016). Moreover being multilingual can also prevent Alzheimer's
and other diseases that affect the brain. In the international business world, workers who can speak foreign languages have more flexibility to choose
their jobs than monolingual workers. Foreign language skills allow people to communicate with each other and to negotiate more successfully.
Foreign language skills also can be a useful tool to fill a gap between different cultures, which leads to the success in building a good business
relationships. English is the accepted first language of international business, and because of this, Americans may feel foreign language is
unnecessary. However, Americans who lack foreign language skills will face competition for jobs as more and more well–educated graduates who are
multilingual from Europe, China, India, and many other countries are entering the global job market. The United States is a monolingual nation. In this
increasingly

The Pros And Cons Of Bilingual Education
I support bilingual education because it can be an effective pathway for foreign language speakers to learn the English language. I am in favor of the
two–way immersion method as a bilingual education application in the classroom. According to Hadi–Tabassum, "Two–way immersion (TWI)
bilingual education is an integrated language immersion program in which students who speak a majority language, such as English, study and learn
together in the same classroom with students who speak a minority language....Both the language majority and language minority students learn the
two languages simultaneously and acquire academic content knowledge through both L1 (English) and L2 (Spanish, Korean, etc.). Dual immersion
education is another term used more often to describe TWI bilingual programs but both terms signify the same type of bilingual education program in
which two distinct sociolinguistic student groups are fully immersed in learning both the majority and minority language across all content areas and
within the same classroom setting." (4). As one can imagine, it can be very difficult to learn a completely new language in a short period of time,
therefore, the two–way immersion method is a great way for students to learn a new language, while still being able to communicate in their primary
tongue and not being forced to acquire new knowledge without the ability to communicate effectively in the new language being learned.
Hadi–Tabassum also states that, "The fundamental aim

The Importance Of Education In Education
Education is a diverse subject that is crucial working part in our society machine. We can thank our education system for what our world looks like
today. Without education all our advances in technology, medicine, and critical thinking wouldn't be possible. Our teachers of the past, present, and
future were and are some of the most important people to have walk this earth. They have touched the lives of many, and will continue to shape the
minds of tomorrow. Yet, as well as oureducation system has done, their are still many issues that we must address as a whole. Issues such as Bilingual
education and the hiring of unqualified teachers plague our education system. America is a melting pot of different cultures, and it carries over into our
education system. The children of these immigrants are often left helpless, and cannot assimilate into the classroom due to their lack of English
comprehension. We have tried to fix the language barrier with programs such as Dual immersion, Proposition 58, Transitional Bilingual education, and
English Immersion. Yet, the implementation of these programs have not brought complete success for our students. I believe the solution to these
problems can be seen through a model being used in Utah. The Utah school system is dedicating classroom time to learning another language. Starting
in First grade, and some even in Kindergarten, students study and practice another language for half the day. As recorded on Utah'sLanguage Immersion

A Brief Look at Bilingual Education
Bilingual Education– Two–Way Immersion programs According to Martinez–Wenzy, Perez & Gandara (2012), two major research by the National
Literacy Panel (NLP) and the Center for Research on Education, Diversity and Excellence (CREDE) on effective approaches in the education of ELLs,
found that Reading, spelling and writing instruction in the home language facilitates achievement in English. The same authors also found, that ELL
students who receive instruction in their Native language outperform their peers in English–only programs (as cited in Martinez–Wenzy, Perez &
Gandara, 2012, pg. 10). Two–Way Immersion (TWI) programs, although originally developed to help English–speaking students learn a second
language, aim to provide the necessary support for both English speakers and minority–language speakers to become bilingual, biliterate, and
biculturate. Ideally, a TWI classroom is composed of 50% Native English speakers and 50% speakers of a minority language (ex. Spanish, or
Vietnamese), were both groups learn reading, writing, and content area in both languages, beginning with instruction in the minority language (90/10
model where 90% of instruction is in the minority language and 10% in English), and eventually introducing English until instruction in both languages
is equal (50/50 model). Although there are variations to this model, most programs aim for a 50/50 model either gradually, or from the start of the
program. Lindholm–Leary and Hernandez (2011) point out

My Purpose Of School
At some point in our lives we have all asked the question "What is the purpose of school? Why must I learn this?". Some say school is simply
preparation for employment and for the rest of our lives. I enjoy school; however, I have always found it to be rather difficult and pointless being in
the French immersion stream and this was due to the lack of help I received from my mother and father unlike many of my peers whose parents attended
university and spoke both English and French fluently. Everyone faces a variety of challenges and I have always tried my hardest to do my best
and overcome any challenges I face in order to succeed as well as make myself and my parents proud. In elementary school, I discovered my
weakness for French. It was the subject I abhorred; reading, spelling and grammar were concepts I could not grasp. As a result of my academic
struggles, I would often become frustrated and cry. Perhaps what had stained my academic experience the most was in sixth grade, our teacher
invented a game called "Autour du monde" A game where we would go around the class answering grammar questions that were given to us with
the objective of improving our French. I waited in vain for my turn to be over, only then to be made fun of by my teacher and peers when I couldn't
conjugate a verb in passГ© compose. It was humiliating that my teacher who was supposed to support and inspire me to do my best, was instead
putting me down in front of all my peers. My parents had

Implications Of Dual Language Immersion
Dual language education benefits both English dominant students and English language learners with a goal of helping students to become bilingual,
bicultural and biliterate. This paper will explore the Implications of Dual Language Immersion programs in US schools. While dual–language
education has existed in the United States for roughly two centuries, and it reached its height of popularity in the 1970s, the use of dual–language
education in public schools has declined significantly in recent decades due to legislative actions that have sought to limit its use. When used,
dual–language education is generally seen as a way to ensure that non–English–speaking students, or students who are not yet proficient in English, are
given equitable opportunities to succeed in and complete their education. While schools and teachers may use a wide variety of dual–language
strategies, each with its own specific instructional goals, the programs are typically designed to simultaneously develop English fluency, content
knowledge, and academic language–the knowledge, skills, and cultural proficiencies needed to succeed in an academic program.
The overview of Dual Language Programs which there are four main types, one of them are two–way dual language programs are made up of ELLs
fluent in the partner language and English–speaking peers. Developmental, or maintenance, bilingual programs which enroll primarily students who are
native speakers of the partner language. Foreign language

Essay How to Give American Students a Billingual Education
Imagine what Christopher Columbus first said when stepping on American soil. Perhaps he said: "This land holds great promise." Whatever he said the
more fascinating question to ponder centers around what language did he speak, for Christopher Columbus, a multi–linguist, knew Italian, Spanish,
and Portuguese. So what happened to the diversity of languages in this land of promise? Many foreigners contribute to the melting pot of America,
bringing their culture and language, yet American schools continue to teach just one language in today's society. The heated debate among parents,
educators, and politicians over a multilingual education in the United States began in the late nineteenth century. Over the next sixty years many crucial
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Government geared support for bilingual education in the 1970s, almost ruling bilingual education as a requirement by President Carter; nevertheless,
President Reagan turned the country against bilingual education by undoing President Carter's proposal, cutting bilingual education funds, and enacting
English–Only Laws in more states over the course of the 1980s (Jost 1039) . Despite the lingering criticism from the 1980s, President Clinton reenacts
the bilingual education law in 1994; however, President George W. Bush's No Child Left Behind Act, which requires all students to meet standards
otherwise schools will receive penalties, negates the bilingual education law (Jost 1039). Since 1998, many states have passed loopholes bypassing the
teaching of another language similar to California's Proposition 227 stating the specific teaching method of English immersion, when students only
receive instruction in English, for English language learners. Yet, other states like Utah and Minnesota have discovered the advantages and benefits of
two–way bilingual immersion. Over these decades, the federal financial plays as the major culprit to the fluctuating support for bilingual education.
Although the Total Spending Government Spending graphs, which includes Federal, State, and Local spending, from 1960 to 1990 demonstrate the
increasing amount spent on education, the percentage of total money spent on education wavers from

Dual Immersion Program : A Innovative Bilingual Education...
Dual Immersion Program is one of the innovative bilingual education program, meaning what develops the high levels of academic proficiency in the
students on both learning languages (Thomas and Collier 2002; Lindholm–Leary 2001)4. Other common used terminology used for one of the
variations of this type of program model is Dual Language Program, Dual Language Immersion, Two–way Dual Language, One–way Dual Language,
Partial Immersion, Full Immersion, etc.
The instructional model of DIP promotes the development of bilingualism, biculturalism, and bi–literacy in English, and another global language (in
this case, Spanish, Mandarin and Vietnamese). According to TAC В§89.1225 (h)(i)(k), academic subjects are taught to all students through both...
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Nowadays, in USA exist two major variants of the DIP models referred to as the 90:10 and the 50:50 models. The principle distinguishes between
these two variations is the distribution of languages for instruction. The amount of time spent in each language varies across the grade levels in the
90:10, but not 50:50, design.
1.In the 90:10 model, at the kindergarten and first grades, 90% of the instructional day is devoted to content instruction in the target language (for
example, Spanish or French or Korean) and 10% in English. All content instruction occurs in the target language, and English time is used to develop
oral language proficiency and some pre–literacy skills. At all next grade levels the portion of the target language has gradually increased oppositely to
English language what portion of the instruction has decreased. For example, students might be studying academic subjects as mathematics, social
studies and science in the target language, and language arts in both languages. In the 5–6 grades, the students' instructional time becomes equal
between English and the target language.
2.ln the second model, used in AISD , 50:50 model, students receive 50% of their instruction in English and the other half in the target language all
years of the elementary school. At first, the literacy instruction of the starts students in their primary language and then add on the

Tow Way Immersion Education Programs in the United States
Introduction
Since the 1960s, two–way immersion (TWI) education programs have existed in the United States and have recently seen a surge in growth in the last
two decades. Consistent research results have caused many educators, administrators and parents to recognize the benefits associated for all students
involved in these programs, which has encouraged the expansion and implementation of these types of programs across the US. In addition to the need
to educate the vast growing minority language demographic in the US, bilingual education leads to academic achievement for all involved
(Lindhold–Leary 2004). If the research clearly shows that TWI programs not only help the language–minority groups but also the language–majority
groups to achieve at or above–average grade level academic success in two languages, then why aren't all parents urging their school administrators
to implement programs in their kids schools? Although the number of TWI schools has grown significantly since the first one opened in Coral
Gables, FL in 1963, the lack of common knowledge of the existence and success of these programs is one of the main factors to blame for the slow
evolution of our schools into TWI based schools.
Components of TWI Programs
TWI programs differ from traditional schooling in the fact that they combine students from the language–minority and language–majority (English in
the US) in the same learning environment for all or most of the school day and strive to promote

Summary: Equated To A Disruptive Company
What Christensen means is that using the words "disruptive innovation" in a non–jargon way is very difficult, as even Uber, the company most pointed
to by many as the epitome of a disruptive company cannot even be defined as disruptive. Perhaps he is implying that the misuse of certain words can
be equated to jargon, such as when people in everyday conversation refer to Uber as a "disruptive" company. Because of this, Christensen believes that
the mantra that commands: "Disrupt or be disrupted" can be very misleading. He advises corporate leaders of incumbent companies to not overreact to
this mantra by trying to solve the problem before it is one. Christensen implies that overuse of this phrase requires incumbent businesses to be extra
vigilant... Show more content on Helpwriting.net ...
However, they can hardly be allowed to work (act, believe, and value) against the interests of the business its leaders, and its shareholders. What, then,
ensures trust, loyalty, and full 'over the top' commitment?" (Gee, 1996, p. 19). Gee is implying that because the rise of the globalized and increasingly
technologized world, this "hypercompetitive, fast–changing environment workers" is causing businesses to figure out a way to create a sense of
community amidst the loneliness of being part of a gigantic network structure that spans thousands of employees and multiple continents, potentially.
Gee goes even further with his hypothesis by describing the phenomenon of companies creating a "Discourse," which is essentially "creating goals,
core values, a vision, a 'culture'" (Gee, 1996, p. 19). Altogether, Gee is essentially making the claim that the cultural aspect of the use of special words
collectively is an aim to motivate workers to feel as if they are truly ingrained in the culture of the company, which does create certain unique "moral
universes" within each companies. Gee does not take a stance on whether this is

Explain In Detail The French Immersion Program
Describe in detail the French Immersion Program for English Speaking students in Montreal and
Quebec Canada. 100 words minimum.
The French Immersion Program is a program that was started because parents in Canada wanted their English–speaking children to learn French to end
segregation in the community. The Immersion program started in kindergarten, English–speaking children learned how to read in French first.
Language arts in English was introduced in second grade. Students could ask questions in English until they reached the first grade, after that it was
French only. They added English into the classroom until classes were taught 60% in English and 40% in French. The studies found that children
developed skills to listen and read in French but their speaking and writing was not as ... Show more content on Helpwriting.net ...
Overall, they were fluent and comfortable speaking French. These students did not fall behind in English or their other subjects.
2. According to the author, why is Baker and deKantor's proposal to substitute immersion for bilingualeducation in the US dangerous? 100 words
minimum.
Substituting bilingual education with immersion would not be the most effective way to educate every child. The Lambert curriculum is actually a
bilingual program because it is working towards developing academic language in both English and French. The Lambert approach is seen as additive
bilingualism. These children are learning something new like any other subject. Whereas,

Maintenance Bilingual Education for Heritage Language...
Introduction According to the 2010 U.S. census the Latino community makes up 16% of the country's population and grew 43% from 2000 (Humes,
Jones & Ramirez, 2011). Within this large community there is great diversity both culturally and linguistically (Schreffler, 2007), from newly arrived
immigrants to individuals whose families have been established in the region for generations. Most bilingual education programs are targeted towards
English language learners (ELL) with the purpose of acquiring a second language (L2). In the recent 15 years there has been an increase in dual
language immersion (DLI) programs which is also known as two–way immersion (TWI), with an aim to provide bilingual education to monolingual
Spanish and English ... Show more content on Helpwriting.net ...
Theoretical Framework
Dual language immersion The main purpose of dual language immersion programs is to promote the country's language competency by tapping into
the resources that native Spanish language speakers bring into schools and promoting the learning of a second language by English speakers (Christian,
1996). This objective is achieved by integrating typically monolingual Spanish and English students into a content–based instruction in both minority
and majority languages (Christian, 1996). Although DLI programs may vary in design and implementation they are all centered on three main goals:
(1) bilingualism and biliteracy from all students, (2) on or above level academic achievement, and (3) positive cross–cultural awareness and attitudes
(Christian 1996). DLI is designed to be an inclusive model because it does not aim to assimilate, segregate or disregard the heritage language, in this
case Spanish (Lara–Alecio, Galloway, Irby, Rodriguez, & GГіmez, 2004). DLI programs usually are set up to have a balanced class between
monolingual Spanish and English speakers to allow the novice students to learn from the experts, but due to population variance this is not always
implemented (Christian, 1996). Some programs take the language

The Importance Of Imersion Experiences
The summer immersion experiences are two– or three–week readiness programs. These immersion experiences are for students with autism spectrum
disorder, ADHD or other learning differences. The program has two separate concentrations; the college focus and the career and life focus. The
college focused immersion experience is for students entering 9–12 grades or transferring to college. The program recognizes the importance of a
student feeling comfortable and supported by a college they attend no matter what their level of ability is, but especially when a student is diagnosed
with ASD/LD. This program assists students with being able to determine their own needs, self–advocate their needs, and expose students to different
types of college programs (Transitions, 2016). Students who attend this immersion program will tour colleges with strong ASD/LD supports, take
part in composition labs for college and scholarship application essays, develop communication and social skills, and earn college credit
(Transitions, 2016). The career and life focused immersion experience is for young adults up to age 27 who want to start careers and live on their
own. This program works to teach students core skills found to be essential for career success. Students will learn how to properly prepare for work
or a career and appropriate ways to act at work. Transitions will assist students in finding their dream job the student feels will fulfil their lives.
Students will work at an

Dual Language Learners Are Children Learning Two Or More
Dual language learners are children learning two or more languages at the same time, as well as those learning a second language while continuing to
develop their first (or home) language (Dual language learning, 2008). The number of children being raised in bilingual homes is large and growing,
however the mechanism of language development in children from bilingual homes is not well described or understood (Hoff et al., 2011). A large
body of research has refuted the opinion that dual language input may confuse children, and other research indicates that children exposed to two
languages can distinguish those languages from infancy, learn two phonological systems, two vocabularies and two grammars (KovaВґcs & Mehler,
2009a; Petitto, ... Show more content on Helpwriting.net ...
The goals for students in dual language education programs include high levels of bilingualism and biliteracy, academic achievement, and cross–cultural
competence for all students (Lindholm–Leary, 2012). Dual language immersion programs integrate language and academic content instruction in
English and a partner language to promote bilingualism and biliteracy.
Heritage languages refer to the languages spoken by immigrants and their children and has recently come to be used broadly by those concerned about
the study, maintenance, and revitalization of non–English languages in the United States (Montrul, 2012). Heritage language learners contain a
heterogeneous group ranging from fluent native speakers to non–speakers who may be generations removed but who may feel culturally connected to a
language (Deusen–Scholl, 2003). A heritage language program is any language development program that is designed or tailored to address the needs
of heritage language learners, and heritage language programs may be at any level or setting and vary in terms of their approaches to teaching,
populations they serve, and other factors (Chao, 1997). Heritage language programs have three major educational contexts: community–based program,
K–12, and higher education. Heritage language schools are often created out of a community's desire to pass on their language and culture from one
generation to the next in order to maintain connections within families and communities

English Learner Population Across California And L.a
English Learner Population across California and L.A.U.S.D According to California of Education (2011), 23.2 percent of total registration of
students in California public schools are English language learners, and a 71 percent mainstream of these English learners are registered in the
elementary grade levels with 29 percent being registered in the secondary grade levels and a less than 1 percent being put in an ungraded category,
and according to LAUSD EL Data Dialog & Inquiry (2011), as of 2009 33 percent of the Los Angeles Unified School District (L.A.U.S.D.) students
alone are English language learners, and of these 33 percent an approximated 94 percent are Spanish speakers and the other 6 percent is made of up
many other languages fluctuating from Armenian to Russian.
School Programs Offered "Following the Immigration Act of 1965, legislation was passed to contribute the public schools in dealing with the influx of
non–English–speaking students. Title VII of the Elementary and Secondary Education Act of 1965 supported programs for educating these students,
including transitional bilingual education programs" (Echevarria and Graves 2011, p.350). This Act did not fully articulate how to go about educating
these students, so an unclear message was received or not received in whether there was going to be a process of their first languages or a complete
transition to English. "The outcome was that most ELs were consigned in English–only classrooms without suitable

Hawaiian Language Immersion Program: Personal Statement
Being a student under the Hawaiian language Immersion program for my entire life not only allowed me to become fluent in the language of my
people, it also allowed me to witness the injustice that dictates every aspect of their lives. From learning extensively about my heritage and the
struggles of my ancestors, I recognized from a young age that this injustice emanates from institutions that intend to subjugate my people. The suffering
of my people is embedded within my identity, and I will dedicate my life to ensuring that our subsequent generations thrive as our ancestors once did.
I am very fortunate to have been born into a Hawaiian family that can afford the opportunities for me to become successful, and I intend to support
those who were not. In Hawaiian, the word kuleana means responsibility, which is considered a crucial value within my heritage. My ancestors always
fulfilled their kuleana to themselves, their families, and their community with diligence and respect. Growing up among the hardships of my people
allowed me to understand that my kuleana is to gain the education and experience needed to direct them towards progress. In fulfilling my
responsibility to my people, I aspire to attain a career that involves creating ... Show more content on Helpwriting.net ...
Throughout Scholar's Week, we developedleadership and writing skills, discussed the issues that our people endure and how we should address
them. We were also able to learn of the career and internship opportunities for Native American and Hawaiian scholars. Participating in this
experience reinforced my goal of pursuing a career in public policy in order to guide and advance the Native Hawaiian community. This experience
also invigorated my passion of working collaboratively with others to have a positive impact on the

A Study On Dual Immersion Program
Summary 11
This article written by Potowoski was grounded on a study involving High school graduates whom had completed a dual immersion program. A dual
immersion program might have different names that people refer to them as. I have heard such names as two–way immersion or, even two–way
bilingual immersion. They are the same program. They include native English–speaking students and native speakers of a foreign language. The goals
of dual immersion programs are to develop bilingualism, academic achievement, and of course cross–cultural competencies in both languages .This
study analyzes their proficiency in reading writing and speaking, and also it observes their capability of producing and identifying the correct Spanish
There are ... Show more content on Helpwriting.net ...
How accurate are these dual immersion graduates in the production of three specific verb forms – the present subjunctive, the past subjunctive, and the
conditional? 3. To what extent are these dual immersion students capable of producing and recognizing socio–linguistically appropriate Spanish?
The setting of the study was an Inter–American magnet school was one of the oldest dual immersion schools in the US. It populates about 640 students
ranging from pre–k to 8th grade. There were 52 participants. 30 of them were heritage speakers and age they began learning English was :(9 of them
by birth, 14 since preschool, 5 since kinder or first, 2 since 3rd or 4th grade) 17 knew Spanish as a second language and ages they began were (6 since
preschool, 8 in kinder or first, 3 in 3rd or 4th grade) and 5 were late arrival in which all 5 arrived in US during 6th or 7th only two years before study.
The measures were focused on dual immersion students overall written, reading, and oral abilities. Two measures were used to test students' oral
Spanish. One was the Spanish Language Assessment Scales–Oral, a standardized exam. It includes identifying vocabulary items displayed in ten
drawings, a multiple choice listening comprehension section, and listening to a story and then retelling it while viewing picture prompts. Another way
they were tested was by the Foreign Language Oral Skills Evaluation Matrix (FLOSEM), The FLOSEM assesses oral language proficiency in five
domains:

An Overview of Bilingual Education Essay
Overview of Bilingual Education
Is a second language a necessity in our world today? Should parents push for their child to learn two languages in elementary school? If we live in
multicultural neighborhoods, trade with the global marketplace, and want to use all technology resources available, it is necessary to know two
languages. Multilingual people and communities seem to have an edge over monolingual competition. This provides people of all ages an incentive to
learn a second language (Genesee, 1998). In this research paper English and Spanish will be the languages referred to for bilingual education, although
others are offered. The purpose of this paper is to compare the benefits and pitfalls of language immersion programs ... Show more content on
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It's a plus. Learning the first language at the same time as learning English is having a positive effect on both languages. At home the parents feel that
they can communicate with their children," (p. 664) says a Khmer–speaking teacher in Australia (Barrot–Pugh & Rohl, 2001). Khmer is spoken in all
Australian homes and is practically required for children to learn. This program is not only for increasing cognitive skills, but also for students to
communicate fully in their community and within their families. One in every four children in Australia speaks a language other than English.
Australian children are encouraged and greatly supported by the community to learn a second language, which is why these numbers are so high. If the
United States had the same motivation for their children, it would produce many more bilingual children. All children in the Khmer–English program
show parallel development in the two languages. Many kids accomplish this by using information from one language to assist the development of the
other language. Learning Khmer gives the children a sense of identity in their home and culture (Barratt–Pugh & Rohl, 2001). This is a good example
of a community using all its available resources, and hopefully Americans will learn from their enthusiasm.
Types of Bilingual Education
Bilingual education basically is, according to Rowntree (1981,) "an education

Benefits of Creating Dual Language Programs Essay
Dual language is a form of education in which students are taught to read and write in two languages. The majority of dual language programs in the
United States teach in English and Spanish, although there are emerging programs that teach in Mandarin, Japanese and Hindi. The programs start of
mostly in kindergarten sand 1st grade and continue throughout primary education, in addition some dual language programs depending on the grade
continue through middle and high school. Even Hayward's own Burbank elementary and Winton middle school are offering dual language programs.
Each level of teaching uses a different language ratio in which class is instructed the classes start off with a 90:10 ration and later as years pass the
ration becomes ... Show more content on Helpwriting.net ...
Lindholm–Leary, 2007). Dual language programs were started around forty years ago. The first school district to start using it was Dade County
Public Schools in Miami, Florida in 1962 in the following years programs spread into Washington D.C., Chicago, Illinois, and San Diego, California.
There are an abundance of dual language programs nation–wide where Spanish is the most popular language taught with, 94% of instruction
throughout the country ( Dual Language,2014). There have even been bills that have supporting Bilingual Education in the United States Civil
Rights Act of 1964, The Bilingual Education Act of 1968, Lau v. Nichols of 1974, Phyler v. Doe of 1982 and Executive Order 13166 of 2000 lastly No
Child Left Behind Act of 2001.
One of the biggest benefits in creating more dual language programs would be that the English language learners will be able to advance more in their
academics. The transition from traditional bilingual education toward English language immersion is an easier switch which ultimately helps ELLs catch
up with their English speaking peers. This not only benefits the students who are ELL but their peers who at the same time are learning Spanish.
English language learners become more fluent in

Reflection Paper
Ever since I was a child, I've always built an imaginary box around my life. It contained everything that I was used to and shielded against any major
external changes. This included my school life. Other than my pre–k class, I've never been to any other school except for Maryvale Elementary School.
I was in the French Immersion program there with over 50 other students. Throughout the years we all became very close, especially since they
were the some of the only people I knew my age. By third grade, 10 students had already left and more would continue to leave. This only reaffirmed
the bond between the rest of us. In fifth grade, the total number of French Immersion students in my grade only amounted to a little over 30 students.
I was especially close to three girls and we were all eager for middle school the following year. My box now contained my friends at school, my
family, and the people I knew from my extracurricular activities. From my perspective, I was perfectly comfortable where I was and saw no need
for any changes. A few weeks into the new school year, the Magnet program applications were released and I had been preparing for them since
last year. Little did I know, this would be the very element that would set me apart from all my friends. "So," I started, "are you going to apply for
Humanities or Math/Sci?" "Neither," replied one of my friends in a light voice. "It's too much work to apply and test." "Besides," added another girl,
"everyone is going to

The Negative Effects Of Bilingualism In Education
In a country such as Canada, having two official languages makes it nearly impossible to avoid the topic of bilingualism. Anyone who grew up through
education system in Ontario likely has strong opinions about the value of being able to speak both English and French fluently. Those opinions may be
strengthened further once a resident is faced with the challenge of deciding which educational stream to apply their children to. Immigrant families
have it more difficult in that their children are already learning their native language and English when they arrive, and then they may be required start
learning French as well. Along with these social implications of bilingual learning, there are also psychological issues that come up. There are helpful
effects and some that are not so helpful that result from trying to learn two languages, this paper serves as a means to display both the benefits and the
drawbacks related to bilingualism and the bilingual learning process.
Learning more than one language at once constantly requires that the learner be incredibly adaptable and responsive. This means that their executive
control system is much more stimulated while learning than that of their fellow students who participate in a monolingual program. If this is indeed
the case, it could also be that this more active system is strengthened, giving a student in such a program an advantage over other students (Bialystok,
2008). If implemented properly, many of the negative effects of

A Study On The Twi Program
The TWI program was for 8 hours a day for 200 days, while comparison classrooms operated 6 hours a day for 180 days. Teachers did not differ
significantly in their backgrounds or training, although TWI teachers were more likely to have a Master's degree (30% to 6% and be bilingual (50%
to 25%). The TWI program had a week of English by teacher and assistant, and a week of Spanish by a Spanish teacher and assistant, with both sets
collaborating to plan curricula and assessment. The major challenge of the study was that it was difficult to ensure that literacy tests in English and
Spanish were entirely comparable. Also, some of the tests used were experimental and turned out to be too difficult for most children, including in
post–test. Neither program was "pure" immersion because the children were given language support on the side.
The results were positive and showed advancement for all children, with Spanish–language children in TWI benefiting the most in comparison to their
peers in the EI group. Specifically, the Spanish–language children improved in their receptive vocabulary , with effect sizes of over half a deviation.
TWI's effect of producing greater gains in receptive language than in expressive was considered by the authors to be one of the most significant
findings of the study, and it was thought that further research could determine how to extend these benefits to expressive language. Three out of four
of the measures favored English language outcomes in TWI,

Persuasive Essay On Bilingual Education
In 1967, a senator in Texas named Ralph Yarborough introduced the Bilingual Education Act. Through this act, the federal government was to provide
funds to schools to have bilingual educational programs. The act primarily focused on Spanish speaking children, but later was amended to benefit
other children as well (Glavin). Several states in the United States opposed bilingual education–and in 2002, Initiative 31 was on the Colorado ballot.
Initiative or Amendment 31, required schools to be taught only in English (figure 1). Parents were given the option to request bilingual education, but
it would be extremely difficult for it to be accepted, due to schools having the right to deny their request. Instead, non–English speakers would be placed
in an English immersion program. In this program, students would be given a year to learn English and later move to a normal classroom
("Amendment 31"). On November 5, 2002, the initiative was rejected by 55 percent (Benz 1). Considering the rejection of the initiative, Colorado
began adapting programs to assist English language learners (ELLs). Nonetheless, dual–language education remains highly controversial. While
bilingual education has many positive outcomes, we cannot ignore the fact that it is not 100 percent effective. Not every child learns the same;
therefore, bilingual education does not provide equal opportunities for everyone. Instead of completely throwing bilingual education out the window,
we should turn to alternatives

Essay about The Debate Over Bilingual Education and...
The Debate Over Bilingual Education and Immersion Programs
In recent years, the debate over whether bilingual education or immersion programs (such as English for Speakers of Other Languages) better serve the
needs of limited–English–proficient (LEP) students in the United States has been heating up. The increasing need for such services insights passionate
supporters and opposition to rise up against one another in the fight over which is better. Advocates of bilingual education stress the value in helping
students retain and even enhance proficiency in their native language, while at the same time gaining proficiency in the English language. Critics of
bilingual education, however, contend that such programs only "keep students in ... Show more content on Helpwriting.net ...
A Little History Lesson
Bilingual education is not new. Contrary to popular belief, bilingual education programs were not products of the 1960s. In fact, they aren't even
products of the twentieth century. The first state to actually pass a bilingual education law was Ohio, in 1839 (History of Bilingual Education, 1998).
The law was for German–English bilingual education, and was passed as a result of a strong parental initiative. By the end of the nineteenth century,
about a dozen states had passed similar laws, and in many other states such instruction was offered, although it had not been sanctioned by the state.
During the World War One era, however, as the loyalty of non
–English speaking Americans came increasingly under suspicion, many states decided to
enact English–only instruction, in an attempt to Americanize non–English speakers. As a result, during the 1920s the bilingual education program had
been almost completely dismantled.
In response to the apparent failure of English–only instruction, the United States government passed the Bilingual Education Act in 1968, providing
federal funds to local school districts, in an attempt to promote the incorporation of native–language instruction into school curricula. The government
felt that, "leaving LEP students to 'sink or swim' in English–only classrooms made 'a mockery of public education'"(History of Bilingual Education,
1998). Recognizing the civil rights of LEP students to have available to

Integrating A Dual Language Immersion Program
Based on the information presented by Rhodes, Ochoa, Ortiz's "Assessing Culturally and Linguistically Diverse Students a practical guide" I would
develop a Two Way Dual language immersion K–12 program involving a Late Exit Transitional Bilingual Education element. I visualize a Dual
Language Immersion as program that provides education in two languages for English speakers and non–native speakers of English. In a Two–Way
ninety–ten system or program in which monolingual English–speaking students acquire the school curriculum together with non–native speakers of
English; a portion of the instructional day is taught in English and another portion is in Spanish. In a One–Way – ninety–ten system or model it will
follow the same model as the Two–Way with the only difference being the classroom structure. Classroom structure consists primarily of non–native
speakers of English. The ultimate goal of this model aims for additive bilingualism, biliteracy, above average academic achievement in two languages,
and multiculturalism for all students in grades K–12th. The bilingual program clearly follows the Bestever Charter Schools Transitional Model defined
as: K–1st – 90% Spanish and 10% English 2nd – 80% Spanish and 20% English 3rd – 70% Spanish and 30% English 4th – 60% Spanish and 40%
English 5th – 40% Spanish and 60% English 6th – 10% Spanish and 90% English I believe that all students, including English Language Learners:
would be taught all day by a certified teacher who

Two-Way Billingual Immersion Programs Create...
Two–way bilingual immersion programs not only create higher achieving students, but also more equipped and confident students. Academically,
TWBI students receive higher grades because of the curriculum. Furthermore, 87% to 93% of past TWBI students stated they would not drop out
(Lindholm–Leary). Indeed, the knowledge gained allows students to become more resilient, adapting to the new language; independent, figuring out the
language themselves; and confident, taking pride in bilingualism. The TWBI program not only teaches another language, but also another culture. One
of the programs goals gears students toward culture awareness by exposing other countries' custom through songs, dances, and holidays. With this
education upon the ... Show more content on Helpwriting.net ...
The programs should also start from Kindergarten to Eighth grade, so students can not only have sufficient time to become bilingual, but also have the
opportunity to either continue that language in advance placement classes in high school or learn another language in their four years of high school.
The program will function with at least thirty–percent of one language group with the other language group in the same class room, despite the
program's preference for half and half (AlanГs & RodrГguez). There are two different types of two–way immersion to choose: 90:10 and 50:50. 90:10
programs commence with 90% instruction of the foreign language, gradually leveling to 50:50 by fourth grade. In the 50:50 model, both languages
receive equal amount of time across all eight years. While both types of programs allow students to perform higher on test than any other program,
90:10 students tend to score higher and be more fully bilingual than students in 50:50 (Lindholm–Leary). Iliana AlanГs and Mariela A. RodrГguez also
remarks, "the 90/10 model requires an initial emphasis on the minority language because this language is less

Learning A Second Language Education Essay
We live in a world surrounded by people of various cultures, countries, and ethnicities, who all speak different languages. As a young child, I attended a
Spanish immersion program through my pre–school and elementary school. I was absorbed into a new culture much different from my own. I grew up
learning words in Spanish before I knew them in English. I also developed unexpected friendships, spending much of my childhood in Spanish
speaking households. As a college student, I look back on this time and greatly appreciate the skills and lessons I cultivated from learning a second
language. Second language education should be required in elementary schools. Learning a second language leads children to become successful
students with prosperous futures and connects people of different cultures. Studies have shown that students who receive second language education do
better on standardized tests. A study conducted by P.W. Armstrong and J.D. Rogers in 1997 declared that third
–grade students who received
thirty–minute lessons in Spanish three times a week, scored higher on the Metropolitan Achievement Test in the subjects of math and language than
their peers who did not receive Spanish education (American Council on the Teaching of Foreign Languages). Another study that took place in 1981 by
P.A. Eddy shows that students who have received second–language learning, do better on SAT sub–tests and on the verbal section of the SAT than
students who did not study a second

Hawaiian Language Immersion Program
Did you ever experience having a family member be your teacher? Well, I have. My aunt, Kapolei Kiili was my teacher in Kindergarten and is now
my teacher again in high school in the Hawaiian Language Immersion Program that I've been in since preschool. My parents chose this program
for me because they wanted me to learn something that they couldn't learn in their own childhood. My dad and my aunt grew up together from
when they were babies. Having my aunt become my teacher has been a great experience. She attended University of Hilo for 6 years and 1 year and
a half at UH Manoa. Upon my arrival, I noticed she was standing tall and confident in a thin polka dot long sleeve and jeans pants. However, this level
of calm and intelligence was a... Show more content on Helpwriting.net ...
I've been living my whole life with internet and mobile cell phone. I can't imagine how she got her work done without them! I guess that means
she used the library a lot because she told me that she worked in a lot of study groups. "I interacted with a lot of people face to face and this helped me
to make a lot of friends." I am also amazed that she got a $4,000 scholarship after graduating from high school to help her pay for college. Being from a
poor family, no one could help her pay for school, but this did not stop her from achieving her goals. "The biggest struggle was making sure I had
enough money to pay for school every semester." Her good grades helped her to earn a lot scholarships and she qualified for financial aid help. She
also had to work really hard to budget her money. Sometimes, eating saimin for a week was one example of a sacrifice that she

The Dual Immersion Program: Combining Spanish and English...
For years, English was the dominant language of the United States. Now, demographers are predicting that in the year 2030, English language scholars
will only be approximately 40% of the schools population in the United States. California has already surpassed that amount; 60% to 70% of the
students speak a language other than English for their main language. Many think that Hispanics is the fastest growing group, in the United States, but
they are actually the second highest, next to the Asian population.
More teachers are trying to learn Spanish, but there are still many that do not understand the language. For years, researchers have been trying to think
of a new way to teach Spanish–speaking students the English language. There ... Show more content on Helpwriting.net ...
Language development is usually taught to the child by the parent. In most cases, the parent teaches them the dominant language of their household,
whether it is English, Spanish, Asian, etc. Many immigrants, from Spain, are moving to the United States so some of the children are being taught
Spanish even when English is the dominant language of the town/city. This becomes a problem because there are not many schools that consider
Spanish as the dominant language.
Schools do not have a class just for Hispanics. The foreign student has to be put in a class where they have no idea what is happening around them. This
especially confuses the student, and puts them in an awkward position. In addition, the teacher tries to include them, but they cannot speak their
language in order to interpret anything (Bowen).
When being put in this position, the student might go through a silent period. They feel embarrassed in front of others because they do not know the
language as well as others. In addition, when they first start to learn the language, they focus on listening and comprehension. By doing this, they have
a habit of being listeners, and focusing on the language, rather than trying to speak the language themselves. The younger the child is, the longer the
silent period will last. For example, if the child

Personal Narrative: The Girls Who Code Summer Immersion...
Coding became the "cool thing to do" when I was in middle school. Unfortunately, conflicting interests made me prioritize musical electives over
programming. I finally felt as though I had been missing out in 10th grade, when as a robotics hardware captain, I struggled to understand the software
and coding it took to run what I built. In 11th grade, I'd wanted to take APcomputer science, but I stuck to my advanced choir class, hoping to audition
into the next level. Finally in the spring, I stumbled upon the Girls Who Code Summer Immersion Program. The seven–week experience was eye
opening for me, and I learned so much that helped me make connections and better understand the devices I worked with on a regular basis. I had been
a bit

Dual Language Immersion Paper
In order to improve educational outcomes of ELL students, the school district Z needs a dual–language immersion method rather than a bilingual
education. The top three policies I would propose to the local school board for dual–language immersion would be: academic/ cognitive enrichment,
enhanced intercultural relations, and competence in two languages. The program provides the same academic content and addresses the equivalent
standards as other educational programs. The dual–language immersion program will hopefully close the academic achievement gap between ELL
students and their classmates.
California public schools are where a majority of English learners are concentrated. Therefore, by implementing these policies at public schools and
charter schools the policies would resolve specific problems for ELL students. This educational approach of education will produce students who are
culturally and academically capable in two languages and who also value cultural diversity. All students regardless of primary language will be held to
the same high academic standards. The program should include elementary, middle andhigh school level students. Rather than having ELL students
separated, they will be able to remain in the same classes as non–English learners, to develop their academic growth in both ... Show more content on
Helpwriting.net ...
Hopefully by catering to an array of interest group will add legitimatize to our cause and will raise a lot of funding. Funding would be key in order to
demonstrate to the school district that there is a massive need and demand for dual–language immersion programs. The issues the interest groups would
raise are that many believe dual language immersion is just another program to help ELL students or that it is an elite program only for gifted and
talented

Positive Benefits Of Bilingual Education
There have been many informative studies information regarding the advantages of learning two languages. Bilingualism is a continually growing
issue in the United States. Being bilingual as a child enhances knowledge so steps taken to promote bilingual education are very important. Children are
not exposed to bilingualism even though the benefits have been well established.
Dual Language education is increasing throughout the United States giving students at a young age an advantage over their monolingual peers.
Different research studies resulted in a major success by proving that "bilingual children outperform monolinguals in a wide array of cognitive and
language–based tasks" (Wallstrum 16). Dual language immersion is defined as fifty percent of the non–English is used for the instructional part of the
day, and the other fifty percent is spoken in English. The purpose of these immersion schools is to promote fluency in the foreign language while also
performing at their grade level in that language.
Parents are the main reason why kids in these modern times are only primarily speaking English. Many people have a strong opinion against the
teaching of bilingualism in America, especially starting at a young age. The reason for this is their own ignorance. They fail to seek further
information on the topic and see the positive benefits that result. The benefits of bilingual education surprisingly are not tolerated by everyone, and
that is a big reason as to why it is not

What Are The Advantages And Disadvantages Of The English...
English Language Learners There are many English Language Learners who may be at a higher disadvantage because they are learning English as a
second language. Being introduced to any language is a challenging task for all small children; consequently, students who cannot communicate with
any school staff members are often left behind. Due to the variety of languages in a school setting it would be difficult to have a dual immersion
program set in place. However, in Kern County, there are many small towns whose population is primarily Spanish speaking. These town's students are
faced with many difficulties as they try to adjust and transition to English because a lot of their parents do not speak English themselves. Schools with
a high population of Spanish speaking students should offer a dual immersion program because it will provide their students the necessary tools to
become proficient English language learners.
Difficulties
Many times, school faculty may feel that incorporating a dual immersion program may be confusing for students. They feel that their primary goal
should be to learn English and there should be no distractions. In the past, due to these conflicting ideas, "Most schools did away their long–term
bilingual programs, even though, prop 227 didn't actually outlaw learning in a foreign language" (Mongeau, 2016). Students would benefit from
learning two languages because they may need to follow instruction in their first language to understand the

A Dual Immersion Program For Hispanic Children From...

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