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.
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.
add.a.lingua is pleased to introduce the members of our newly established academic advisory board. Although add.a.lingua has relied on immersion research since its founding, over recent years, add.a.lingua began gravitating more toward studies conducted or synthesized by Dr. Diane Tedick and Dr. Tara Fortune. Learning… Read More
add.a.lingua believes in helping our immersion partner schools maximize the investment their communities have made in students becoming bilingual and biliterate during the elementary years. According to the current research, most immersion students in early total dual language immersion programs will reach “intermediate” levels of… Read More
We know growth (both personal and programmatic) doesn’t happen by accident. The learners AND leaders at leadership institute 2016 gave tremendous amounts of time and energy, all fueled by a desire to prepare students for an interconnected world.
According to Dr. Tara Fortune, a student who begins early literacy instruction in a more consistent phonetic system will more easily transfer those skills to English later on. In fact, one study found that it takes an average of 2.5 years longer to become literate in English than in Spanish.
When children struggle in immersion classrooms, stakeholders may be tempted to blame the difficulty on the students’ learning in a second language. But is the immersion language or model really the issue? Our answer, based on research and twenty years of experience, is an emphatic, “no.”
Is the U.S. falling behind the rest of the world in language education?
Dr. Tara Fortune shares her perspective on how the U.S. stacks up with the rest of the world on language education. Her response provides the kind of nuance often lacking in this discussion, and we think you’ll enjoy it.
On January 26, add.a.lingua will welcome Dr. Tara Fortune to west Michigan for a program observation at Zeeland Christian School as teachers there implement the add.a.lingua Mandarin Chinese instructional frameworks.