Immersion programs

made of up many other languages fluctuating from Armenian to Russian. School Programs Offered “Following the Immigration Act of 1965, legislation was passed to contribute the public schools in dealing with the influx of non-English-speaking students. Title VII of the Elementary and Secondary Education Act of 1965 supported programs for educating these students, including transitional bilingual education programs” (Echevarria and Graves 2011, p.350). This Act did not fully articulate how to

The TWI program was for 8 hours a day for 200 days, while comparison classrooms operated 6 hours a day for 180 days. Teachers did not differ significantly in their backgrounds or training, although TWI teachers were more likely to have a Master’s degree (30% to 6% and be bilingual (50% to 25%). The TWI program had a week of English by teacher and assistant, and a week of Spanish by a Spanish teacher and assistant, with both sets collaborating to plan curricula and assessment. The major challenge

The majority of dual language programs in the United States teach in English and Spanish, although there are emerging programs that teach in Mandarin, Japanese and Hindi. The programs start of mostly in kindergarten sand 1st grade and continue throughout primary education, in addition some dual language programs depending on the grade continue through middle and high school. Even Hayward’s own Burbank elementary and Winton middle school are offering dual language programs. Each level of teaching uses

The summer immersion experiences are two- or three-week readiness programs. These immersion experiences are for students with autism spectrum disorder, ADHD or other learning differences. The program has two separate concentrations; the college focus and the career and life focus. The college focused immersion experience is for students entering 9-12 grades or transferring to college. The program recognizes the importance of a student feeling comfortable and supported by a college they attend

incredibly adaptable and responsive. This means that their executive control system is much more stimulated while learning than that of their fellow students who participate in a monolingual program. If this is indeed the case, it could also be that this more active system is strengthened, giving a student in such a program an advantage over other students (Bialystok, 2008). If implemented properly, many of the negative effects of

fail, but worldwide competition is increasing and adjustments are necessary for the American population and its educational system in order to maintain competitiveness. According to the Organization for Economic Co-Operation and Development, the Program for International Student Assessment (PISA) rated the United States 24th out of 34 OECD countries (Programme for International Student Assessment Results from PISA, 2012). The PISA is designed to test 15-year-old students to determine if they can

of these immigrants are often left helpless, and cannot assimilate into the classroom due to their lack of English comprehension. We have tried to fix the language barrier with programs such as Dual immersion, Proposition 58, Transitional Bilingual education, and English Immersion. Yet, the implementation of these programs have not brought complete success for our students. I believe the solution to these problems can be seen through a model being used in Utah. The Utah school system is dedicating

major success by proving that "bilingual children outperform monolinguals in a wide array of cognitive and language-based tasks" (Wallstrum 16). Dual language immersion is defined as fifty percent of the non-English is used for the instructional part of the day, and the other fifty percent is spoken in English. The purpose of these immersion schools is to promote fluency in the foreign language while also performing at their grade level in that language.  Parents are the main reason why kids in these

intend to expose in their studies how Educational Neuroscience can reshape educational policies and practices in teaching and learning the core content areas, especially in timing and sequencing content exposure. One approach was to study whether exposing a young child to two languages caused delay in language development and language confusion. Studies revealed that the optimal age for dual language development was before age five. Children were not delayed in phonetic contrasts acquisition. Imaging

other school except for Maryvale Elementary School. I was in the French Immersion program there with over 50 other students. Throughout the years we all became very close, especially since they were the some of the only people I knew my age. By third grade, 10 students had already left and more would continue to leave. This only reaffirmed the bond between the rest of us. In fifth grade, the total number of French Immersion students in my grade only amounted to a little over 30 students. I was