Spanish Immersion High School Experience

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This is the presentation by Holland Christian High School and Zeeland Christian School on how the high school is preparing for the arrival of Spanish Immersion students.

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  • Ladies and gentlemen of the Board, thank you for allowing me to come before you yet again with an idea that might serve to help further the mission of ....Challenging the mind. Nurturing the Spirit...Preparing students to cross linguistic and cultural boundaries by learning languages...\n\nTonight, I want us to start by contemplating change. But, as you do so, please think about that change in light of the words on the screen. How has our world already changed from two decades ago, and how does it continue to do so. What might students need to know more about today as compared to when you were in school?\n
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  • Spanish Immersion High School Experience

    1. 1. Spanish Immersion Maintenance Holland Christian High School Producing Global Citizens
    2. 2.  “Knowing more has never been adisadvantage when compared to knowing less.” Bialystok, 2007
    3. 3. Welcome and Outline• Troy Stahl, Holland Christian High School Principal: Areas of exploration• Stacey Vanden Bosch, ZCS/add.a.lingua immersion education: Program integration• Question and Answer: Troy Stahl, Rosemary Ervine (Curriculum Director), Jane Vander Beek (High school Spanish teacher and parent of SI students at ZCS), and Stacey Vanden Bosch
    4. 4. Areas of Exploration• Cross-cultural exchange/study abroad• Dual enrollment• Third language option• Project-based Learning
    5. 5. K-12 Spanish Immersion Elements of Successful Programs• Leadership and Team identification• Articulation• Assessment• Student-centered learning• Inter-building (level) communication• Traditional staff education and support• Parental involvement
    6. 6. The Team• Holland Christian School Board• Zeeland Christian School Board• Administrative Staff (Troy, Bill, Nancy, Rosemary, & Janelle)• add.a.lingua (Stacey & Lilah)• Traditional middle & high school staff• Elementary, middle, & high school SI staff
    7. 7. Articulation and Assessment• K-12 practical implications: cognitive and linguistic development convergence• Avant STAMP 4 SE: Measures interpersonal, presentational, and interpretive communication in L2 based on the ACTFL Performance Guidelines for K-12 Learners• Guiding principles for program goals and classroom level instruction• Proficiency level goal upon high school graduation: advanced mid-high
    8. 8. Student-Centered Learning and Project-Based Learning (PBL)• Students go through an extended process of inquiry in response to a complex question, problem, or challenge. create high-quality, authentic products & presentations.• Teachers allow for some student “voice and choice.”• Teachers plan, manage, and assess rigorous projects.• Students learn key academic content by practicing the 21st Century Skills: collaboration, communication and critical thinking.• Students create high-quality, authentic products and presentations.• The project contains and frames the curriculum.
    9. 9. Inter-building/level Communication• Regular building liaison communication• Combined immersion professional development• Student portfolio sharing
    10. 10. Traditional Staff and Parental Support• Regular communication about student outcomes through parent teacher conferences and student portfolio sharing• Regular communication about integration of content and learning regardless of program• On-going education concerning dual language immersion in order to unify program strands; thus benefiting all
    11. 11. Conclusion• Unity between schools and programs• Enrichment for all students regardless of program choice• Focus on a broader understanding of the world God created through culture and language learning - creation of global citizens• Preparation of students to cross cultural and linguistic boundaries as followers of Christ

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