Teachers, administrators, point people and parents reach out to our team to ask the following question: What about students who struggle in immersion education? To answer this question, we’ll explore four far-too-common myths about struggling students in immersion programs.
We’re sometimes asked what a max (or minimum) number of students in an immersion classroom should be. Because smaller class sizes are universally touted as a selling point, parents in particular want to know how many students is right. It’s not hard to see the logic: If a smaller… Read More
Who are you when you speak a language other than your native tongue? That’s the question Nicola Prentice explores in a recent article for Quartz.
Everything included in the informed educator guide would be GREAT to use at a PLC meeting for processing and reflection, or at a staff meeting for calibration of practices, values, and beliefs.
contributed by: Monica VanderZwaag When we started in Spanish Immersion, we were so excited but also hesitant about the process. Our kids started in preschool, where parent helpers were required, so every few weeks one of us would go in and participate in the class. … Read More
In an effort to extend the reach of the powerful learning that took place at CARLA, we’ve developed a brand new online resource. Now, schools can take advantage of the add.a.lingua immersion educator toolkit for FREE at my.addalingua.com/educator.
The growth of immersion programs is good news for U.S. students. However, as a new audit of the immersion program at Tucson Unified School District makes clear, there are significant challenges to realizing the threefold goal of quality dual language immersion education. Tara Fortune shares what encourages and concerns her about immersion program growth.
“With dual-language immersion, you have the potential here to dramatically address the issue of equity in access to quality education, particularly in elementary education…Dual-language immersion has an enormous potential to change outcomes, particularly for students whose native language is not English.” – Dr. Robert Slater
I am thrilled to have the opportunity to work with the aalpa assessment products that students from grades K-8 produce. I’m looking forward to examining how students’ language progresses year by year in the immersion programs that incorporate the add.a.lingua framework. This is a unique opportunity since most educators only get to interact with students from a few grades at a time.
The importance of a language specific approach to literacy has just been underscored by a new study from Claude Goldenberg of the Stanford Graduate School of Education. The study finds that awareness of individual letter sounds, which is the foundational skill for early literacy instruction in English, isn’t as important when teaching beginning readers in Spanish.