Language Immersion Discussion Notes

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.o
  rg

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 its in
  another language
• Not having extra IAs, 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_at_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_at_internation
  aledwa.org