DUAL LANGUAGE IMMERSION
STUDENTS LEARN IN SPANISH AND ENGLISH!
2017-18 SCHOOL YEAR
PRESCHOOL - TRANSITIONAL KINDERGARTEN - KINDERGARTEN - 1ST GRADE - 2ND GRADE
PRESCHOOL - TRANSITIONAL KINDERGARTEN - KINDERGARTEN - 1ST GRADE - 2ND GRADE
The Dual Language Immersion Program at St. Matthias
In 2017-2018 the Dual Language Immersion program will encompass grades Transitional Kindergarten through Second Grade. Students in these grades will spend half of the day learning in English and the other half learning in Spanish.For 2018-19, the Immersion program will continue to third grade. In every year after that, the program will grow to one more grade level until it reaches 8th grade. Interest from native Spanish speaking families as well as non-native speakers of the language has been overwhelmingly positive. School moral, students self perceptions as language learners, and enrollment have all increased since implementing dual language immersion.
Information about Dual Language Immersion Programs
Dual language immersion is a broad term for school models that teach academic content in two languages for at least half of the school day. DLI models vary from 90-10 models that begin teaching the partner language (Spanish, Mandarin, Japanese, Korean or another language the school community chooses) for 90 percent of the day as early as preschool. Each year the percentage of English increases by 10 percent, eventually reaching a 50-50 model in 3rd grade and remaining this way through middle and possibly high school. 50-50 models teach half the day in the partner language and the other half in English, this is the case at St. Matthias. Schools can also be one-way models meaning students enrolled are all native speakers of either the partner language or English. A two-way implies that half of the students enrolled are native speakers of each language, this is the case at St. Matthias.
In 2017-2018 the Dual Language Immersion program will encompass grades Transitional Kindergarten through Second Grade. Students in these grades will spend half of the day learning in English and the other half learning in Spanish.For 2018-19, the Immersion program will continue to third grade. In every year after that, the program will grow to one more grade level until it reaches 8th grade. Interest from native Spanish speaking families as well as non-native speakers of the language has been overwhelmingly positive. School moral, students self perceptions as language learners, and enrollment have all increased since implementing dual language immersion.
Information about Dual Language Immersion Programs
Dual language immersion is a broad term for school models that teach academic content in two languages for at least half of the school day. DLI models vary from 90-10 models that begin teaching the partner language (Spanish, Mandarin, Japanese, Korean or another language the school community chooses) for 90 percent of the day as early as preschool. Each year the percentage of English increases by 10 percent, eventually reaching a 50-50 model in 3rd grade and remaining this way through middle and possibly high school. 50-50 models teach half the day in the partner language and the other half in English, this is the case at St. Matthias. Schools can also be one-way models meaning students enrolled are all native speakers of either the partner language or English. A two-way implies that half of the students enrolled are native speakers of each language, this is the case at St. Matthias.
FREQUENTLY ASKED QUESTIONS
Why Dual Language Immersion Programs?
This particular school model operates on an additive perspective not a deficit. It recognizes that children come to us with language, and just because they may not know English yet, doesn’t mean they start out with a deficit. On the contrary, as mentioned by the National Literacy Panel and the Center for Research on Education, Diversity, and Excellence, these students need to fully develop their native language, have the opportunity to build strong literacy skills so that they can then more successfully acquire their second language. You may be asking well what about students who only speak English and are enrolled in these school models? Research shows that these students continue to show academic gains without a detriment to English.
What are the Goals for the Program?
The goals of dual language immersion is bilingualism, biliteracy and biculturalism. In other words by the time students graduate from St. Matthias' dual language immersion program they will be able to listen, speak, read, write and learn academic content in both languages. They will equally learn to embrace differences because this model celebrates exactly this, cultural and language.
What if I don’t know the language?
One of the main concerns for parents in a dual language immersion program is how will I be able to help my child if I don’t know the language? One way that we plan on addressing this concern is that teachers will send a weekly newsletter regarding overarching topics students will be viewing in class. This will include items that will help you engage your child in conversations and ask questions. However, a large part of enrolling in this program is being confident that your child will learn independently of you. Encourage your child to go to class a couple of minutes before school to ask the teacher for help. If they are too young or shy accompany them to ask the teacher for help, eventually they will be asking without your help. This will guide them into becoming independent learners and empower them to take charge of their learning. Also, use other parents in your child’s class as a resource.
What language should I speak to my child in at home?
Speak to your child in the language you feel most comfortable in and read, read, read in that language. Research from the National Literacy Panel and the Center for Research, Education, Diversity and Excellence suggest that students learn their second language best when they have strong literacy skills in their native language. That means that by helping them with their English, you are indeed helping them with their Spanish!
This particular school model operates on an additive perspective not a deficit. It recognizes that children come to us with language, and just because they may not know English yet, doesn’t mean they start out with a deficit. On the contrary, as mentioned by the National Literacy Panel and the Center for Research on Education, Diversity, and Excellence, these students need to fully develop their native language, have the opportunity to build strong literacy skills so that they can then more successfully acquire their second language. You may be asking well what about students who only speak English and are enrolled in these school models? Research shows that these students continue to show academic gains without a detriment to English.
What are the Goals for the Program?
The goals of dual language immersion is bilingualism, biliteracy and biculturalism. In other words by the time students graduate from St. Matthias' dual language immersion program they will be able to listen, speak, read, write and learn academic content in both languages. They will equally learn to embrace differences because this model celebrates exactly this, cultural and language.
What if I don’t know the language?
One of the main concerns for parents in a dual language immersion program is how will I be able to help my child if I don’t know the language? One way that we plan on addressing this concern is that teachers will send a weekly newsletter regarding overarching topics students will be viewing in class. This will include items that will help you engage your child in conversations and ask questions. However, a large part of enrolling in this program is being confident that your child will learn independently of you. Encourage your child to go to class a couple of minutes before school to ask the teacher for help. If they are too young or shy accompany them to ask the teacher for help, eventually they will be asking without your help. This will guide them into becoming independent learners and empower them to take charge of their learning. Also, use other parents in your child’s class as a resource.
What language should I speak to my child in at home?
Speak to your child in the language you feel most comfortable in and read, read, read in that language. Research from the National Literacy Panel and the Center for Research, Education, Diversity and Excellence suggest that students learn their second language best when they have strong literacy skills in their native language. That means that by helping them with their English, you are indeed helping them with their Spanish!
Los ANGELES ARCHDIOCESE DUAL LANGUAGE IMMERSION NETWORK
The Dual Language Immerison Schools of the Los Angeles Archdiocese share a common goal; to promote language learning through Roman Catholic traditions and faith. Check out our sister Catholic Dual Language Schools in Los Angeles; All Souls in Alhambra www.allsoulsla.org; Saint Sebastian School in West Los Angeles www.saintsebastianschool.com; and Saint Alphonsus School in East Los Angeles www.saintalphonsusschool.org
St. Matthias School is a member of the Archdiocese of Los Angeles (ADLA) Dual Language Immersion (DLI) Network of schools. As a member, we aspire to meet the ADLA DLI Network Mission Effectiveness Standards:
1. An excellent Dual Language Immersion Catholic elementary school is guided and driven by a clearly communicated mission that embraces a Catholic Identity rooted in Gospel values, centered on the Eucharist, and committed to faith formation, academic excellence and service.
2. An excellent Dual Language Immersion Catholic elementary school adhering to mission provides a rigorous academic program for religious studies and catechesis in the Catholic faith, set within a total dual language academic curriculum that integrates faith, culture, and life.
3. An excellent Dual Language Immersion Catholic elementary school adhering to mission provides opportunities outside the classroom for student faith formation, participation in liturgical and communal prayer, and action in service of social justice.
4. An excellent Dual Language Immersion Catholic elementary school adhering to mission provides opportunities for adult faith formation and action in service of social justice.
5. An excellent Dual Language Immersion Catholic elementary school has a School Leadership Team which recognizes and respects the role(s) of the appropriate and legitimate authorities, and exercises responsible decision making (authoritative, consultative, advisory) in collaboration with the ADLA DLI Network for development and oversight of the school’s fidelity to mission, academic excellence, and operational vitality.
6. An excellent Dual Language Immersion Catholic elementary school has a qualified School Leadership Team empowered by the ADLA DLI Network, Board of Directors, and ADLA DLI Implementation Team to realize and implement the school’s mission and vision.
7. An excellent Dual Language Immersion Catholic elementary school has a clearly articulated, rigorous dual language curriculum aligned with the Center for Applied Linguistics’ Guiding Principles for Dual Language Education, 21st century skills, and Gospel values, implemented through effective instruction.
8. An excellent Dual Language Immersion Catholic elementary school uses STAR Early Literacy, Reading, and Math assessments, as well as, school-wide assessment methods in both languages and practices to document student learning and program effectiveness, to make student performances transparent, and to inform the continuous review of curriculum and the improvement of instructional practices.
9. An excellent Dual Language Immersion Catholic elementary school provides programs and services aligned with the mission to enrich the academic program and support the development of student and family life.
10. An excellent Dual Language Immersion Catholic elementary school provides a feasible three to five year financial plan that includes both current and projected budgets and is the result of a collaborative process, emphasizing faithful stewardship.
11. An excellent Dual Language Immersion Catholic elementary school operates in accord with published human resource/personnel policies, developed in compliance with archdiocesan policies, which affect all staff and provide clarity for responsibilities, expectations and accountability.
12. An excellent Dual Language Immersion Catholic elementary school develops and maintains a facility, equipment, and technology management plan designed to continuously support the implementation of the educational mission of the school.
13. An excellent Dual Language Immersion Catholic elementary school enacts a comprehensive plan for institutional advancement based on a compelling mission through communications, marketing, enrollment management, and development.
Mission Effectiveness Standards are based in the National Standards and Benchmarks for Effective Catholic Schools, developed by the Center for Catholic School Effectiveness, School of Education, Loyola University Chicago, in partnership with the Barbara and Patrick Roche Center for Catholic Education, Lynch School of Education, Boston College.
1. An excellent Dual Language Immersion Catholic elementary school is guided and driven by a clearly communicated mission that embraces a Catholic Identity rooted in Gospel values, centered on the Eucharist, and committed to faith formation, academic excellence and service.
2. An excellent Dual Language Immersion Catholic elementary school adhering to mission provides a rigorous academic program for religious studies and catechesis in the Catholic faith, set within a total dual language academic curriculum that integrates faith, culture, and life.
3. An excellent Dual Language Immersion Catholic elementary school adhering to mission provides opportunities outside the classroom for student faith formation, participation in liturgical and communal prayer, and action in service of social justice.
4. An excellent Dual Language Immersion Catholic elementary school adhering to mission provides opportunities for adult faith formation and action in service of social justice.
5. An excellent Dual Language Immersion Catholic elementary school has a School Leadership Team which recognizes and respects the role(s) of the appropriate and legitimate authorities, and exercises responsible decision making (authoritative, consultative, advisory) in collaboration with the ADLA DLI Network for development and oversight of the school’s fidelity to mission, academic excellence, and operational vitality.
6. An excellent Dual Language Immersion Catholic elementary school has a qualified School Leadership Team empowered by the ADLA DLI Network, Board of Directors, and ADLA DLI Implementation Team to realize and implement the school’s mission and vision.
7. An excellent Dual Language Immersion Catholic elementary school has a clearly articulated, rigorous dual language curriculum aligned with the Center for Applied Linguistics’ Guiding Principles for Dual Language Education, 21st century skills, and Gospel values, implemented through effective instruction.
8. An excellent Dual Language Immersion Catholic elementary school uses STAR Early Literacy, Reading, and Math assessments, as well as, school-wide assessment methods in both languages and practices to document student learning and program effectiveness, to make student performances transparent, and to inform the continuous review of curriculum and the improvement of instructional practices.
9. An excellent Dual Language Immersion Catholic elementary school provides programs and services aligned with the mission to enrich the academic program and support the development of student and family life.
10. An excellent Dual Language Immersion Catholic elementary school provides a feasible three to five year financial plan that includes both current and projected budgets and is the result of a collaborative process, emphasizing faithful stewardship.
11. An excellent Dual Language Immersion Catholic elementary school operates in accord with published human resource/personnel policies, developed in compliance with archdiocesan policies, which affect all staff and provide clarity for responsibilities, expectations and accountability.
12. An excellent Dual Language Immersion Catholic elementary school develops and maintains a facility, equipment, and technology management plan designed to continuously support the implementation of the educational mission of the school.
13. An excellent Dual Language Immersion Catholic elementary school enacts a comprehensive plan for institutional advancement based on a compelling mission through communications, marketing, enrollment management, and development.
Mission Effectiveness Standards are based in the National Standards and Benchmarks for Effective Catholic Schools, developed by the Center for Catholic School Effectiveness, School of Education, Loyola University Chicago, in partnership with the Barbara and Patrick Roche Center for Catholic Education, Lynch School of Education, Boston College.
Find out more by contacting arangel@saintmatthiasschool.org
