Welcome to the Dual
Language Immersion
Program
Kinder Teachers:
Suzy Manriquez, Leticia Sandoval
1st Teachers:
Juana Vazquez, Mayra Plascencia
2nd Teachers:
Maribel Garcia, TBA
3rd Teacher: TBA
NCLUSD
Dual Language
Program Pathway
6 years
Program for Dual
Language MS
90/10 Dual Language
Program
• 3—5 Literacy
Instruction in English &
Spanish
• Mastery of Grade Level
Content at all Grades
• Cross-Cultural
Awareness
Orestimba High
School
Yolo Middle
School
Von Renner
• K—2 Literacy
Instruction in Spanish
4 years
3 years
Recognition
of Biliteracy
Award
• Advanced
Spanish
Language Arts
• Core History in
Spanish
• Mastery of Grade
Level Content
(ELA, Math &
Science)
• Cross-Cultural
Awareness
Certificate
of Biliteracy
DL Students may
Continue
Development of
Spanish Literacy
• Advanced Placement
Spanish (college
credit for passing AP
Test)
• Advanced Placement
Spanish Literature
(college credit for
passing AP Test)
Higher
Education
90/10 Program Model
What does a Day Look Like?
PROPOSED DUAL LANGUAGE IMMERSION
KINDERGARTEN SCHEDULE
TIME
SUBJECT
LANGUAGE
8:05-9:20
9:20-9:35
9:35-10:35
10:35-11:20
11:20-11:50
11:50-1:00
1:00-1:35
Math
Recess
UA/INT
Lunch
ELD
ELA
PE/Science
Spanish
Spanish
English (10% portion)
Spanish
Spanish
8:05-9:20
9:209:35
9:35-10:35
10:3511:20
11:20-11:50
11:50-1:00
Math
Recess
UA/Int
Lunch
ELD
ELA
1:00-1:35
PE/Science
NEWMAN CROWS LANDING UNIFIED SCHOOL DISTRICT
DUAL LANGUAGE IMMERSION PROGRAM
Von Renner Elementary * 1388 Patchett Drive * Newman, CA 95360
Phone (209) 862-2868 Fax (209) 862-3639
Heather Vargas, Principal
DUAL LANGUAGE IMMERSION PROGRAM PARENT COMMITMENT FORM
By signing this form I am making a commitment as a parent to the Dual Language Immersion Program:
1. I have attended a Dual Language Immersion Parent Orientation.
2. I understand that this is a dual language enrichment program.
3. I understand that the success of this program is dependent upon continuous enrollment through fifth
grade. I realize that it is necessary to make a six-year commitment to the Newman-Crows Landing Unified School
District Dual Language Immersion program to ensure full development of my child’s language skills in both
Spanish and English.
4. I understand the Dual Language Immersion 90/10 Model:
•90% of instruction is provided in Spanish in kindergarten and first grade.
•80% of instruction is provided in Spanish in second grade.
•Kindergarten through second grade students are to see their primary teacher speak Spanish only.
•English literacy (reading & writing) instruction begins formally in third grade
•By fifth grade 50% of instruction is provided in English and 50% of instruction in Spanish.
5. I also understand that it is important to maintain an equal balance between Spanish-language dominant
students and English-language dominant students for the program to be successful.
I commit to supporting my child’s bi-literacy development and educational success by maintaining a positive
attitude regarding my child’s second language learning and by staying informed about his/her progress by
attending parent/teacher conferences and school meetings about the immersion program. I also commit to
supporting my child’s second language development outside of the school day.
________________________________________________
___________________
Parent Signature
Date
_________________________________________
Dual Language Immersion Staff Signature
___________________
Date
Linguistically Balanced:
(1) Approximately equal numbers of English Only
and Native Spanish-speaking students are
enrolled and integrated for most or all
instruction.
(2)The students are integrated for most (if not all)
instruction.
50
50
English
Speakers
33
33
English
Speakers
Spanish
Speakers
Spanish
Speakers
Bilinguals
33
ELLs = English Language Learners,
EOs = English Only students,
NSSs = Native Spanish Speakers
Some advantages to DLI:
Educational Advantages
Ventajas Educacionales
•
Los estudiantes de aprendices de inglés que aprenden a leer y escribir en su
idioma tienen más éxito en ser fluidos en inglés.
•
Las tendencias nacionales de investigación indican que evaluaciones académicas
en Ingles demuestran que todos los estudiantes dominantes del habla Ingles que
entran con fluidez conservaron sus habilidades en Inglés y que su participación en
un programa de lenguaje dual no causaron retrasos en el lenguaje o la
interferencia lingüística.
•
English Learners who become literate in their home language are more successful
in becoming literate in English.
•
The national research trends indicate that English academic assessments
demonstrate that all English dominant students entering fluent in English retained
their English abilities and that their participation in a Dual Language program
neither caused language delays or linguistic interference.
Comprensión Cultural
Cultural Understanding
• Los estudiantes en programas de doble inmersión son
proporcionados con muchas condiciones que son esenciales para la
reducción de discriminación
• Students in dual language programs are provided many conditions
that are essential
for the reduction of prejudice and
discrimination.
Ventajas Cognitivas
Cognitive Advantages
•
•
•
•
El cerebro bilingüe trabaja más duro porque constantemente esta
eligiendo entre el sistema de dos idiomas.
Como el ejercicio puede fortalecer los músculos, trabajando duro hace
que el cerebro bilingüe funcione mejor.
The bilingual brain works harder
constantly choosing
Like exercise can strengthen
hard work makes the
better.
because it is
between two language systems.
muscles,
bilingual brain work
Globalización ● Globalization
• Una gran necesidad laboral bilingüe y de bi-alfabetismo
• Personas bilingües tienden a aceptar mas a otras culturas.
• A tremendous need for a bilingual/bi-literate work force.
• Bilingual people tend to be more accepting
other cultures.
of
2015-2016
Kinder Registration
February
th
25-27