English immersion programs

For years, English was the dominant language of the United States. Now, demographers are predicting that in the year 2030, English language scholars will only be approximately 40% of the schools population in the United States. California has already surpassed that amount; 60% to 70% of the students speak a language other than English for their main language. Many think that Hispanics is the fastest growing group, in the United States, but they are actually the second highest, next to the Asian population

ual immersion education aims for students to become fluent in two languages, English and whichever language they are enrolled in. This education is done through a program where students are exposed to two languages in the classroom. Dual immersion education is beginning to expand towards more cities and needs to be better financed. As it expands, the popularity grows resulting in more parents becoming aware of the program and then wanting it offered at their child’s school. Dual immersion education’s

was a multi-cultural environment, with both English and French speakers. Not only were people speaking different languages, they had their own unique customs and practices that went along with their culture. Parents of school-age children convinced educators to test out an experimental language immersion program. This program would facilitate learning of both the English and French language, as well as the separate traditions and cultures of each. Programs like this are still around today, teaching

implement my Mandarin Bilingual Immersion program. Glenmoor is located in the suburban town of Fremont in the Bay Area. The majority of the student population there is Asian which makes up 37% of the population followed by Hispanics which make up 30% of the population (SARC). The initial linguistic position of students is 49.3% speak non-English languages while 14.6% of students speak fluent English (EdData). The majority languages in the school consist of English while the minority languages spoken

English Language Learners There are many English Language Learners who may be at a higher disadvantage because they are learning English as a second language. Being introduced to any language is a challenging task for all small children; consequently, students who cannot communicate with any school staff members are often left behind. Due to the variety of languages in a school setting it would be difficult to have a dual immersion program set in place. However, in Kern County, there are many

The Debt of a Dream: Learning English as an Immigrant How should the country teach English to the millions of English learners that reside in the country? The need to teach English to the students who come from Spanish-speaking households has always been clear, but what has not been clear is what the best way of doing so is. According to Kenneth Jost Georgetown-Harvard graduate and The Supreme Court Yearbook’s author, the United States during and after the World War I began to show opposition to

The continued growth of speakers of languages other than English is reflected in the rapidly increasing students in U.S. schools for whom English is a second language. Data from the National Center for Education Statistics (2005) show that the number of school-age children who spoke a language other than English reached almost 10 million in 2004. Such a dramatic increase continually challenges educators to provide effective language programs with quality instruction for students who are culturally

in California, as well as other states, have started a program called the “dual immersion” or something of that nature in which they have a class that is in another language, usually Spanish, and they teach the kids all the required material in that other language. The “Dual Immersion” program is something that should be instated into more schools, specifically in the bay area, because of the diversity seen here. The duel immersion program has been shown to benefit the students in numerous ways;

The Navajo immersion programs in the American Southwest are very interesting because they have been very successful in teaching Navajo without sacrificing the student’s academic performance or their proficiency in English. McCarty (2013) noted that The Tséhootsooí Diné Bí’ólta’ is one such immersion school where Navajo immersion students consistently outperform students from English-only classrooms on standardardized tests. Another immersion program, Puente de Hózhó, has also consistently outperformed

Dual language education benefits both English dominant students and English language learners with a goal of helping students to become bilingual, bicultural and biliterate. This paper will explore the Implications of Dual Language Immersion programs in US schools. While dual-language education has existed in the United States for roughly two centuries, and it reached its height of popularity in the 1970s, the use of dual-language education in public schools has declined significantly in recent