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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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