Immersion Education From Compensatory To An

Enrichment Program

Enriching Immersion Education: Tips for your Teacher Toolbox

August 4-5, 2010

Glendale Spanish Immersion Elementary School

http://www.ltelearning.org/liliananunez/glendale

Mabel Ramos, Liliana Nuñez, Becca McBride

Language Immersion

• Is an approach to foreign language instruction.• Curricular activities are conducted in a foreign

language.• The target language is the medium of

instruction.

“Immersion represents the most intensive form of content-based foreign language instruction”.

(Snow, 1986).

FG Model

• History

• Immersion Language Programs – Total and Dual

• 2003 – 2004: Visits with Language Specialists

Recommendations

• Language separation • Spanish only dictionary• Common language and continuity within grade

levels and across grade levels • Planning Thematic Units- Language and Content • Develop Common Assessments within grade

levels and across grade levels

Currently…

FG Model: L2 Instruction

• K- 50% – 2 teachers, one Spanish, one English

• 1- 100%• 2- 100%• 3- 80%• 4- 50%• 5- 50%

Immersion Students

• They acquire the necessary language skills to understand and communicate about the subject matter.

• They follow the same curricula, and in some instances, use the same materials as those used in the non-immersion schools of their district.

Immersion Program Goals

• To achieve competency in the foreign language (listening, speaking, reading, writing).

• To acquire the same L1 language arts skills as students in regular schools.

• To master content area skills & concepts.

• To gain a greater understanding and appreciation of other cultures.

“Establishing a strong base in the home language of a child will actually facilitate

development in the second language”.

– Edelsky, 1986

Stages of SLA

• Stage I: Pre-production

• Stage II: Early production

• Stage III: Speech Emergence

• Stage IV: Intermediate Fluency

• Stage V: Advanced Fluency

Communicative Competencies

Stage I: Pre-production (The silent period) – Pre K/K

• Student may have up to 500 words in his receptive vocabulary.

• Some students will repeat every thing you say (not really producing language).

• They will be able to respond to pictures and other visuals.

Stage I: Pre-production (The silent period) – Pre K/K

• They can understand and duplicate gestures and movements to show comprehension.

• Lesson: focus on meaningful input and vocabulary

Stage II: Early production- End of K/ Beginning of 1st grade

• Modify content information and simplify content materials.

• Build vocabulary using pictures.

• Provide listening activities. • Focus on key vocabulary and

concepts.

• Use simple books with predictable text.

• Support learning with graphic organizers, charts and graphs.

• Begin to foster writing through labeling and short sentences. Use a frame to scaffold writing.

Stage II: Early production- End of K/ Beginning of 1st grade

Stage III: Speech Emergence- Middle/ End of 1st Grade

• Students have developed a vocabulary of about 3,000 words

• They can communicate with simple phrases and sentences

• Students demonstrate ability to comprehend a class discussion

• They will ask simple questions

Stage III: Speech Emergence- Middle/ End of 1st Grade

• They are able to initiate short conversations with classmates.

• They will understand easy stories read in class and write with the support of pictures.

• They are able to do some content work with teacher support.

Stage III: Speech Emergence (cont.)

• Read short, modified texts in content area subjects.

• Complete graphic organizers with word banks.

Understand and answer questions about charts and graphs.

Match vocabulary words to definitions. Study flashcards with content area

vocabulary.

Stage III: Speech Emergence (cont.)

• Participate in pair and choral reading activities.

• Write and illustrate.

• Compose brief stories based on personal experience.

• Write in dialogue journals (a conversation between the teacher and the student).

Stage IV: Intermediate Fluency- Second Grade

• Students have developed a vocabulary of about 6000 words.

• They are beginning to use more complex sentences when speaking and writing (output).

• They are willing to express opinions and share their thoughts.

Stage IV: Intermediate Fluency- Second Grade

• They will ask questions to clarify what they are learning in class.

• Comprehension is increasing.

• Teacher: focus on learning strategies. Students in this stage will be able to understand more complex concepts.

Stage V: Advanced Fluency

• It takes students from 4-10 years to achieve cognitive academic language proficiency in a second language.

• Student at this stage will be near-native in their ability to perform in content area learning.

• They will need continued support from classroom teachers especially in content areas such as history/social studies and in writing.

Immersion Stages Memory Challenge

Questions?

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