Immersion Goals Normandale French Immersion (K-6) Valley View Extended French (6-9) Edina High School (10-12) Edina Public Schools Immersion Goals K-12 The goals of immersion education are: To achieve competency in the second language (listening, speaking, reading, and writing) To acquire the same English Language Arts skills as students in English-only schools To master content areas To gain a greater understanding and appreciation of other cultures The Gains From Immersion The following slides detail some of the findings of nearly 40 years of research on the benefits of a long-term immersion education relative to : Language development Cognitive development Academic achievement Cultural awareness The Gains From Immersion Language Development: Most immersion students can be expected to reach higher levels of second language proficiency than students in other school- based language programs (Met, 1998). The Gains From Immersion Cognitive Development: In addition to reaping the social and economic advantages of bilingualism, immersion learners benefit cognitively, exhibiting greater nonverbal problem-solving abilities and more flexible thinking (see reviews in Met, 1998). The Gains From Immersion Academic Achievement: Immersion students achieve as well as or better than non-immersion peers on standardized measures of verbal and mathematics skills administered in English (Cloud, Genesee, & Hamayan, 2000; Genesee, 1987). The immersion experience actually enhances English language development (Cloud, Genesee, & Hamayan, 2000). The Gains From Immersion Cultural Awareness: Becoming bilingual opens the door to communication with more people in more places, and many parents want to provide their children with skills to interact competently in an increasingly interdependent world community (Met, M.). In The Words of Our Graduates… “We are a part of a larger community that goes beyond the walls of our school or city. We are uniquely linked to each other and to the world because we have a better understanding and appreciation of other cultures.” Feedback From Our Graduates Survey data shows that college admissions officers look for more than just test scores. On a student’s transcript, an immersion experience shows evidence of: – Unique experiential learning – Capacity to learn in a variety of ways – Application of skills across disciplines – Risk-taking and leadership Immersion Language Results Research also shows the following about immersion students’ language skills: Students’ speaking and writing skills lack grammatical accuracy and do not display the variety and complexity produced by native speakers of the language. (Fortune & Tedick, 2003). Yet immersion students demonstrate fluent speaking skills and are willing to take risks with the language. Traditional program students usually aren’t as confident in those skills. Immersion Language Results Immersion students have a strong second language base upon which to continue moving toward full proficiency and to develop proficiency in subsequent languages. Achieving high levels of oral and written proficiency in a second language is a long-term process. A long-term commitment is essential. (Fortune & Tedick, 2003) Staff Reflections In ongoing dialogue, the secondary staff agrees on these important points: Immersion students display a facility for learning languages which remains even as students get older. Most immersion students can accelerate through the beginning levels of learning a new language in High School or College. There is more than one way to demonstrate the benefits of an immersion experience. Those benefits won’t necessarily be revealed via the French language. Staff Reflections French is not easy for every student. This is similar to other content areas that students have studied for years: the complexity of French grows as it does in other content areas like Math. The spectrum of student abilities is as wide in our content as it is in other content areas. Staff Reflections A smooth transition from middle school to high school is critical. We have intentionally supported this transition through: differentiated curriculum offering in Gr. 9 curriculum design & alignment (e.g. Culture Courses) assessment & course counseling Example of the Culture Courses In Grades 7 & 9 French Culture courses were created to respond to needs identified by the high school teachers. The courses follows the cultural curriculum of the traditional French program that immersion students never learned because they were studying core content through language. In the culture courses, students apply their French Language Arts skills while studying culture in much greater depth than is possible in the traditional French program. In Summary To continue moving toward full proficiency, students need a long-term commitment to the immersion program. The secondary program gives students the opportunity to deepen their cultural understanding and expand their language skills. Bibliography Met, M. (Ed.). (1998). Critical issues in early second language learning. New York: Scott Foresman—Addison Wesley Fortune, T. & Tedick, D. (2003). What Parents Want to Know About Foreign Language Immersion Programs. ERIC Digest www.cal.org/resources/digest/0304fortune.html Cloud, N. Genesee, F., & Hamayan, E. (2000). Dual language instruction: A handbook for enriched education. Boston: Heinle & Heinle. Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Rowley, MA: Newbury.
Pages to are hidden for
"Immersion Program Parent Information Meeting - Edina Public Schools"Please download to view full document