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Language Immersion Discussion Notes

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 Communicating original thoughts

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Language Immersion Discussion Notes

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  1. Language Immersion Discussion Notes for WAFLT Conference March 20, 2004 Compiled by Michele Anciaux Aoki, Ph.D.Washington State Coalition for International Educationhttp://internationaledwa.org

  2. Reading and Writing Challenges • 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)

  3. Reading and Writing Challenges (cont.) • Frustration – to speak only target language the whole time or both languages • Japanese – Writing first, Reading secondRomance – 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)?

  4. Reading and Writing What we can do • 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

  5. Reading and Writing What we can do (cont.) • 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

  6. Extended Student Output Challenges • How to use the immersion language more • Japanese language structures are difficult What we can do • 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

  7. Social Studies Challenges • 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 • One teacher  two languages • Too many native speakers

  8. Social Studies What we can do • 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

  9. Math and Science Challenges • Collaboration with English side (use math terms in Japanese) • “Big Word” in the target language • Standardized Test prep: depends on the states • Need counters

  10. K-1 Launch of Immersion Challenges • Communications between English and immersion teachers What we can do • Have regular meetings • English teacher works to support the program

  11. Grades 2-3-4 What we can do • Use FOSS Science kitscontact Cristina colyerc@bsd405.org

  12. Grade 5 – Middle School Challenges • No planning before beginning a new program • District-wide changes to curriculum • Lower readers in native language – how do they read in target language? What we can do • Novels should coordinate with historical theme • Shared reading, guided reading, independent reading • Reduced to LA/SS block • Summer required reading program – discuss in target language next fall; “assessment” in English

  13. Spanish Language Challenges • Full-time or part-time? • Academic success What we can do • State decisions

  14. Japanese Language Challenges • When should we introduce Romaji? • When should we use hiragana/katakana? What we can do • Computer use

  15. Ideas • “Exchange Day” – teachers spend a day as an Instructional Assistant in a sister school • Sunset  Sheridan, Stanford • Sheridan  Sunset, Stanford, Richmond • Stanford  Sunset, Sheridan, Richmond • Richmond  Stanford, Sheridan • Consider pros and cons of various program models • Full, partial or dual • Immersion teacher teaches English classes or not

  16. Ideas (cont.) • 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 • All schools share in the development • Maybe one week in the summer? • Create an immersion listservimmersion@internationaledwa.org

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