 |
K-12 Immersion Programs:
Articulation and Implementation
The ACIE Newsletter, May 1998, Vol. 1, No.
3
By Pat Barr-Harrison, Supervisor of Foreign
Languages,
Prince George's County Schools, Upper Marlboro, Maryland
Over the past three decades, U.S. language immersion programs
have steadily increased in number. Still, the number of secondary
level immersion programs lags significantly behind the number
of elementary immersion programs. Program articulation - the
process of providing a seamless and logical transition from
the initial kindergarten experience through Grade 12 and thereby
ensuring continuity in language proficiency development -
continues to be an important issue facing immersion program
coordinators and K-12 foreign language supervisors today.
Garcia, Lorenz, and Robison (1995) state that "it is a
K-12 plan that ultimately convinces parents of the district's
full commitment to immersion." The assurance of long-term,
well-articulated support from a school district is vital to
the successful realization of the goals of an immersion education.
Research has demonstrated that the positive effects on both
first- and second-language development, overall academic achieve-ment,
and cognition increase when students are enrolled in language
learning programs over longer periods of time (Cooper 1987;
Genesee 1987; Cummins 1978).
While the complexity of planning and providing support
for a K-12 immersion program can seem overwhelming, the efforts
are well worth the time and money. In collaboration with many
dedicated professionals, Prince George's County Public Schools
have developed a K-12 French immersion program model. It is
our hope that in sharing one district's response to the challenge
of articula-tion, we might initiate an ongoing dialogue with
other immersion programs and encourage them to embrace the
articulation challenge, too. -T.F.
Prince George's County Public Schools, a suburban school
system next to the nation's capital, has French immersion
pro-grams in two elementary schools (K-6), two middle schools
(7-8), and one high school (9-12). The school system is the
seventeenth largest school system in the nation, with a variety
of foreign language programming, including FLES, FLEX, immersion,
and a Spanish dual language program. This article focuses
on the immersion program sequence from kindergarten through
Grade 12.
In planning the K-12 immersion program, it was important
for program planners to discuss an instructional plan with
a designated committee at least two years in advance of program
implemention. The committee included the principal, the key
coordinators or planners of immersion, an immersion teacher,
and someone who had already developed or implemented a similar
program. The Prince George's County Public School Model began
by reviewing the Milwaukee, Wisconsin, and the Montgomery
County, Maryland, elementary immersion programs. Two of the
planners visited one program, talked with teachers, and began
an outline for phasing in an immersion program.
THE PHASE-IN PLAN
The phase-in plan consisted of articulation meetings with
regular teachers and coordinators of reading language arts,
math, and science programs. It was important to understand
the regular curriculum before attempting to find books and
materials in French for the immersion program. The components
of the plan were:
- A proposed outline of what would be taught through French
- Scheduling concerns (time factors)
- Textbooks that would be needed
- Supplementary materials
- Library books
- Equipment needs
- Staff development/Inservice proposals
- A budget for the program that included staffing, translation,
and consultant fees
Articulation sessions were scheduled with the principals/instructional
personnel/parent support team, and other individuals who would
impact the immersion program.
All elements of the phase-in plan were essential in planning
the kindergarten/Grade 1 years; they continue to be essential
components in implementing a new grade level each year. In
order to maintain the continuity and the support for the program,
an immersion team was organized and still meets once a month
to address articulation and implementation concerns. The group
consists of the foreign language supervisor, immersion teacher
coordinator from each school, the principal, and the magnet
coordinator. Other people are invited, such as parents and
content area specialists. Some of the topics have been assessment
and testing, reading for different purposes, essay and creative
writing, using technology, special projects, parent concerns,
and more.
In addition, the teachers from the two immersion schools
meet by grade levels during the school year. They discuss
the curriculum, learning scenarios, reading and communica-tion
skills, and assessment and technology.
Prince George's County immersion program has evolved into
a model that is recognized by the Center for Applied Linguistics
(CAL) in Washington, D.C., as an example of an early start,
long sequence foreign language program. A case study has been
conducted on the middle school model, and information from
this study will be reported by CAL to assist others in their
efforts to set up and maintain their own articulated model.
The K-12 model used during the 1997- 1998 academic year is
as follows:
KINDERGARTEN
The Kindergarten is a full-day program. All core subjects
(math, science, health, reading language arts, and social
studies) are taught in French. At the end of the first year
of the program, the children can express themselves quite
well in French.
ELEMENTARY - GRADES 1-6
In first grade the children learn to read in French before
reading in English, while they continue to study all their
subjects using the French language as the language of instruction.
In grade two, English language arts is introduced daily during
a 45-minute class with a certified English language arts teacher.
The curriculum of math, science, social studies, health, and
French language arts continues to be taught in French up through
Grade 6. When students complete the sixth grade, they have
a strong academic background and are also bilingual in French
and English.
MIDDLE - GRADES 7-8
There are two classes taught back-to-back in French at the
middle school, one is French language arts and culture, and
the second is the world studies class. In addition, students
study Spanish, Latin, Russian, or Japanese through an exploratory
course in Grade 7. Students must select one of the exploratory
languages from Grade 7, and begin their third language in
Grade 8. Also, algebra and geometry are possible options in
math. The interdisciplinary approach for English, art, and
world studies includes special themes, seminars, field trips,
and a strong focus on essay writing. International travel
is an enrichment part of the immersion program.
HIGH SCHOOL - GRADES 9-12
At the high school, the immersion students are offered two
immersion classes back-to-back, which become part of a pre-International
Baccalaureate (IB) Program. These are the French language,
life, and civilization course, and the French language and
literature course. Students are required to either take both
of the immersion courses or they may take one of the immersion
courses and continue study of the third foreign language that
began at the middle-school level. Third-language options include
Spanish, Latin, German, Japanese, and Russian. Other curricular
options are IB preparation courses for English, history, and
science, with access to chemistry and calculus. Higher-level
IB or advanced placement (AP) are options offered in the second
language. In addition to the exchange program, there are special
projects such as field trips to the French embassy, theater,
and electronic keypals.
Through the team approach, articulation continues to bring
about ongoing support and funding for Prince George's immersion
programs.
|
|
