1 / 20

AN INTRODUCTION TO IMMERSION EDUCATION

AN INTRODUCTION TO IMMERSION EDUCATION. AUDII August 1, 2011 MYRIAM MET MYRIAMMET@GMAIL.COM. It isn’t a world class education without language and cultural competence high levels of academic achievement for all students . IMMERSION EDUCATION GOALS. Proficiency in English

ping
Download Presentation

AN INTRODUCTION TO IMMERSION EDUCATION

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. AN INTRODUCTION TO IMMERSION EDUCATION AUDII August 1, 2011 MYRIAM MET MYRIAMMET@GMAIL.COM

  2. It isn’t a world class education without • language and cultural competence • high levels of academic achievement for all students.

  3. IMMERSION EDUCATIONGOALS • Proficiency in English • Proficiency in a new language • Academic achievement • Intercultural competence

  4. IMMERSION IN THE US • 1972: 1 Spanish program in one school in one state • 1996-1997: approximately 190 schools in 60 school districts in 25 states and the District of Columbia. • Today: 350+ in over 30 states • UTAH 2011-2012 60 programs and growing

  5. Beyond the US

  6. Immersion Models Vary by time Population Entry grades Parent/Community Goals

  7. Nomenclature • One way/Foreign Language Immersion • Two way/Dual language • Dual Immersion (Utah)

  8. Benefits of Early Bilingualism • Higher levels of proficiency over the long term • Mental flexibility and divergent thinking • Enhanced executive control function • Ability to shift between symbolic code systems

  9. Beyond today … • K-12 • Undergraduate education • Postgraduate options • Language in the world beyond schooling

  10. IMMERSION WORKS!

  11. Immersion Strategies

  12. English Speakers in DL Programs:English Reading and Language Arts Achievement • “For the most part, students …. were performing about 10 NCE points higher than the state average for English-speaking students educated only in English.” • (p.231)

  13. English Speakers: Academic Achievement (in English) • Math: Students scored average to above average at all grade levels • Math: Students comparable to or higher than California statewide norms (norms for English speakers taught only in English) • “For the most part, students in … were scoring about 10 NCE points higher than the state average for English-speaking students educated only in English.”

  14. Spanish Speakers in DL Programs:Reading and Language Arts Achievement Implications: • More time in English does not result in higher achievement in English reading/language arts in the long run. • Over time, program effects increase and Spanish speakers significantly close the performance gap.

  15. Spanish Speakers in DL Programs:Mathematics Achievement • Scores below grade level, but only slightly below grade level by grade 4 and at grade level by grade 5.

  16. Spanish Speakers in DL Programs:Mathematics Achievement Implications: • More time learning mathematics in English does not result in higher achievement in mathematics when tested in English. • Over time, program effects increase and Spanish speakers significantly close the performance gap.

  17. Immersion Program Success Variations in outcomes across schools demonstrate the importance of • carefully planned programs • articulated curriculum • careful attention to language development in L2 and L1 • well-trained teachers • strong leadership • administrative support Lindholm-Leary, 2007; Met 2008

  18. Key Features • Additive bilingualism • At least 50% of the school day in the new language • New language is the vehicle for teaching the school curriculum • Teachers proficient in the language of instruction • Separation of languages • Support for home language outside the school day

  19. Teachers • Highly qualified for grade level(s) taught. • Native or near-native oral and written proficiency in the language of instruction (academic and social language). • Skilled in sheltering academic content. • Sufficient proficiency to interact with parents and school staffs in the ‘other’ language. • Models of intercultural competence.

  20. Teachers TEACHING IS HARD WORK. IMMERSION IS EVEN HARDER!

More Related