Transcript Language Immersion Summary for WAFLT

Language Immersion
Discussion Notes
for WAFLT Conference
March 20, 2004
Compiled by Michele Anciaux Aoki, Ph.D.
Washington State Coalition for International
Education
http://internationaledwa.org
Reading and Writing
Challenges
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Communicating original thoughts
Making print available around the room
Acquiring native language in addition to target
language (confusion)
Decoding Japanese to get to comprehension (not just
decoding)
Higher age developmentally but target language too
difficult
Time to adapt materials
Preparing and scheduling time to prepare for
standardized tests
Teachers at Sheridan are teaching all subjects (in both
languages)
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Reading and Writing
Challenges (cont.)
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Frustration – to speak only target language the whole
time or both languages
Japanese – Writing first, Reading second
Romance – Reading first, Writing second
Neighborhood schools which include students who are
not native speakers of English either
Discipline problems with kids who have no motivation
(can they be moved?)
No specific scheduling division between native and
target language instruction
Following District curriculum when it’s in another
language
Not having extra IA’s, volunteers
Grammar – when to teach, how (without a
curriculum)?
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Reading and Writing
What we can do
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Parents need to become involved, need outside help
Provide as many opportunities for labeling, print in
target language
Repetition, hands-on, TPR, conversation
Have students write about their conversations
Motivation in target language overcomes Special
Education needs
Half in target language, half in native language –
introduce concept in target, drill/practice in native;
assessment in native
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Reading and Writing
What we can do (cont.)
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Start teaching grammar right away so kids
“understand” the language
Provide opportunities for dialogue about relevant
issues
Homework in native language
Good relationship with kids = key to motivation
Make compromises
LISTEN
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Extended Student Output
Challenges
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How to use the immersion language more
Japanese language structures are difficult
What we can do
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Ask students to speak in complete sentences
Use circumlocution
Teatro (Theater) and Role Play
Ask questions the right way to prompt them
Teacher models “academic language” by overtly
expressing his/her thinking while problem solving or
processing information in a content area
Say some sentences only in the immersion language
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Social Studies
Challenges
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Teaching EALRs in target language (elementary
school)
Accommodation to the required Social Studies
textbook in English (middle school)
Accommodation to WASL/ITBS (standardized tests in
English)
Students’ ability vs. requirements in immersion
situation
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One teacher  two languages
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Too many native speakers
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Social Studies
What we can do
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Use English materials to teach targeted language
Flip-flop between English and Japanese (introduce in
English, review content in Japanese)
Lots of manipulatives and visual aids (maps, globes,
etc.)
Grants to support creation of materials or “just
right” translations
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Math and Science
Challenges
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Collaboration with English side (use math terms in
Japanese)
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“Big Word” in the target language
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Standardized Test prep: depends on the states
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Need counters
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K-1 Launch of Immersion
Challenges
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Communications between English and immersion
teachers
What we can do
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Have regular meetings
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English teacher works to support the program
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Grades 2-3-4
What we can do
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Use FOSS Science kits
contact Cristina [email protected]
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Grade 5 – Middle School
Challenges
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No planning before beginning a new program
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District-wide changes to curriculum
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Lower readers in native language – how do they read
in target language?
What we can do
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Novels should coordinate with historical theme
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Shared reading, guided reading, independent reading
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Reduced to LA/SS block
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Summer required reading program – discuss in target
language next fall; “assessment” in English
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Spanish Language
Challenges
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Full-time or part-time?
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Academic success
What we can do
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State decisions
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Japanese Language
Challenges
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When should we introduce Romaji?
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When should we use hiragana/katakana?
What we can do
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Computer use
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Ideas
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“Exchange Day” – teachers spend a day as
an Instructional Assistant in a sister school
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Sunset  Sheridan, Stanford
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Sheridan  Sunset, Stanford, Richmond
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Stanford  Sunset, Sheridan, Richmond
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Richmond  Stanford, Sheridan
Consider pros and cons of various program
models
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Full, partial or dual
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Immersion teacher teaches English classes or not
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Ideas (cont.)
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Give extra support (such as a sub day) for
an immersion teacher whenever a new
student is added to the class – build it into
the budget
Resource Development grant
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All schools share in the development
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Maybe one week in the summer?
Create an immersion listserv
[email protected]
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