Transcript Document 7594440

Ebinport
Elementary School
School of Choice for World
Language and Global Studies
2011-2012
Why learn another language?
A few quotes…
If you talk to a man in a language he
understands, that goes to his head. If
you talk to him in his language, that
goes to his heart. -Nelson Mandela
If you are traveling around the world...
speaking the language is better than
shouting. –Anonymous
Our doors open to everyone
Who we are…
• Total Population
• ESOL
• Free and Reduced Lunch
558
86
303 (55%)
Our Mission Statement
Working together with the student, home,
and community, Ebinport Elementary
School will ensure that all students have
the skills, knowledge, and desire to
become lifelong learners and succeed
in a changing world.
What the research says…
• Three major areas have been
identified:
• How does language learning support
academic achievement?
• How does language learning provide
cognitive benefits to students?
• How does language learning affect
attitudes and beliefs about language
learning and about other cultures?
How does language learning
support academic achievement?
• Language learning can benefit all students
-Students from all socioeconomic
backgrounds benefit from an immersion-type
introduction to a world language and achieve
at higher levels academically in both their
first and newly acquired language.
Applied Psycholinguistics, 8(2), 137-151. from PsycINFO database
How does language learning provide
cognitive benefits to students?
• Language learning correlates with higher academic
achievement on standardized test measures
-The program outcomes support the contentions found
in research that, over time, second language
learners (1) have improved test scores; (2) are able
to think divergently; (3) achieve in their first
language; and (4) attract and maintain parent
involvement.
Cade, J. M. (1997). The foreign language immersion program in the Kansas City, Missouri Public Schools, 1986-1996
[Abstract]. Dissertation Abstracts International -A 58(10), 3838.
How does language learning affect attitudes and
beliefs about language learning and about other
cultures?
• Language learning is beneficial to both
monolingual English and English language
learners.
-The findings support work by other researchers who have
reported that teaching English learners in their home language
does not impede the acquisition of English. Similarly, Englishdominant students in an Immersion program, by the end of
their first and third year of this study, were achieving at-orabove grade level in both English and Spanish.
Pagan, C. R. (2005). English learners' academic achievement in a two-way versus a
structured English immersion program [Abstract]. Dissertation Abstracts International, A:
The Humanities and Social Sciences, 66 (5), 1603-A-1604-A. (Available from UMI, Ann
Arbor, MI. Order No. DA3175715.)
Current Language Delivery Model
for Non-Immersion Students
• Flexible scheduling– Primary Grades- Content delivered in 20
minute lessons to take into account attention
span of students
• Example- videos on the front end and live lessons
on the back end of the week to summarize new
learning, practice language skills, and tie together
cultural learning opportunities introduced by the
classroom teacher.
Current Language Delivery Model
for Non-Immersion Students
• Flexible scheduling– Elementary grades- Content delivered in
longer segments (30 minutes)
• Example of schedule- 2 face-to-face lessons, 2
video lessons, and a final, face-to-face lesson
(shorter in length) to summarize new learning,
practice language skills, and tie together cultural
learning opportunities introduced by the classroom
teacher.
Global Studies
How does this work in each classroom?
•
Teacher works with class to select a country in grade
level’s continent.
•
School buys flag from country chosen to display as
student immerse themselves in learning about their
chosen country.
•
Class conducts in-depth study of country chosen led
by teacher to include clothing, art, geography,
economy, foods, etc… using a project based approach
•
Environment of room changes to reflect the country
being researched
•
International night held in May to share learning with
parents and community
Global Studies (contd…)
How will related arts plug in to global studies?
• Related arts team will plan integrated global learning
opportunities based on a 5 week rotation per grade level
beginning week after labor day.
• Integrated global learning opportunities will focus on
intensive continental study through the areas of music,
art, PE (movement) and guidance/media. Technology will
be injected as appropriate into new learning.
• Related arts team will ensure hallways “scream the
theme” of global studies as much as possible (i.e.
bulletin board opportunities, artwork, music in hallways,
etc…)
Immersion- 50/50 Model
Frequently Asked Questions
Q: What is a Spanish immersion program?
A: In an immersion program, all of the classroom instruction occurs in the target
language, Spanish. Rather than the language being the topic of instruction, it is
the method of instruction. Students read, write, and speak the language as they
go through their daily lessons. Ebinport would use the 50/50 partial immersion
model. The 50/50 model uses English and the target language (Spanish) for 50
percent of the time throughout the duration of the program. In the 50/50 model,
instruction in English and Spanish is divided evenly. In our program, students
would learn math and science in Spanish and literacy skills and social studies
concepts in English.
Q: What about the first days in the program for new students?
A: Teachers are very aware that new students in the program probably do not
understand what is being said. Thus, they use a variety of techniques to convey
meaning. They may use many gestures; they may exaggerate facial
expressions; they may bring in real objects and have children manipulate
objects; they may use music and sound. Extra efforts are made by the staff to
help the students feel secure, comfortable, and relaxed. Although some
students may experience frustration initially because the Spanish teacher will
not speak English, this frustration is quickly resolved. Teachers readily contact
parents as necessary, so any classroom concerns can be addressed
immediately.
Immersion 50/50 Model
Q: What are the benefits of knowing a second language?
A: In addition to developing a lifelong ability to communicate with more
people, children may derive other benefits from early language
instructions: improved overall school performance, superior problem
solving skills, greater divergent-thinking skills, improved listening
skills, and deeper perspective of the world and cultures.
Q: Will a child’s English skills suffer?
A: No. Research has shown that second language proficiency in an
immersion program does not come at the expense of achievement
in English or other curriculum areas. Although there may be small
lags in English language arts for the first few years of the program,
studies have shown that by fifth grade, immersion students
consistently score at the same or higher levels as non-immersion
students in tests administered in English.
Immersion- 50/50 Model
Q: How can parents help a child with school work if they don’t
understand Spanish?
A: All parents can help their child learn by reading in English and talking about
what they’ve read. Homework sent home in the upper grades will be
carefully explained to the students. Children become wonderfully
independent in their work.
Q: May parents try the immersion program for one or two years?
A: It is important for parents to enter initial enrollment with the understanding
that they are enrolling in a Kindergarten through grade 5 program. The
success of immersion education is best validated by sustained continuity
and intensive experience in Spanish. It is not in the best interest of the child
or the program for students to be enrolled for a one or two year “interesting
experience.” The success of immersion education is best validated by
sustained continuity and intensive experience in the immersion language.
The District is developing pathways for continuing the Spanish Immersion
program at the middle and high school levels.
50/50 Immersion Model
Q: Is Immersion the right choice?
A: One of the first questions often asked by parents is, “Is this the right
choice for my child?” When trying to answer that question, it is
important to remember the opportunities that you are offering your
child by exposing him or her to another language and culture.
Through the immersion program, children will be provided with the
opportunity to develop the ability to communicate freely with persons
who speak the immersion language. Being bilingual may enhance a
child’s opportunities in the job market and make it easier to learn
other languages. Taking part in the immersion program can be an
exciting and stimulating experience for any child. Parents need to
consider their personal commitment to bilingualism.
What does “Immersion” look like?
Remember… It is content taught in the target language rather than
language instruction. Students will learn grade level standards
in Spanish, rather than in English, for 50% of the day.
An immersion classroom in
ACTION…
Click below to watch a video example of an immersion program in
North Carolina…
The program you will see is a total Spanish Immersion program. Our
program will be a 50/50 model with Spanish being the language
used to teach math and science content. However, many similarities
exist, and you can count on your child moving towards becoming
bilingual at a rate that is just a bit slower than in this video due to
only half of the day’s instruction being in the target language
(Spanish) rather than the entire day.
http://www.youtube.com/watch?v=4lbw3KRyymo
What do I need to do now if I am interested in making
Ebinport Elementary my School of Choice?
Choice Application Process Begins
January 21, 2012
Choice Application Process Ends
February 29, 2012
Choice Acceptance/Non-Acceptance Notification
First week of March
Parents Accept or Decline Choice Option
March 23, 2012
Go to the Rock Hill Schools’ website and complete an applicationhttp://www.rock-hill.k12.sc.us/parents/20122013schoolsofchoice.aspx