1. 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 http://internationaledwa.org

2. 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. 3 Reading and Writing Challenges (cont.)  Frustration – to speak only target language the whole time or both languages  Japanese – Writing first, Reading second Romance – 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. 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. 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. 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. 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. 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. 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. 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. 11 Grades 2-3-4 What we can do  Use FOSS Science kits contact Cristina colyerc@bsd405.orgcolyerc@bsd405.org

12. 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. 13 Spanish Language Challenges  Full-time or part-time?  Academic success What we can do  State decisions

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

15. 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. 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 listserv immersion@internationaledwa.org immersion@internationaledwa.org