What’s the difference between an immersion program and a world language program?
Immersion education is not the same as a world language program. Immersion is a method of instruction in which the regular school curriculum is taught through the medium of the target language. The immersion language is simply the vehicle for content instruction; it is not the subject of instruction as it is in a traditional world language program.
What are the benefits of immersion education?
Most immersion students can be expected to reach higher levels of second language proficiency than students in traditional school-based world language programs. Becoming bilingual opens the door to communication with more people in more places. In addition to developing a lifelong ability to communicate with more people, children may derive other benefits from early language instruction, including improved overall school performance, superior problem-solving skills, and more flexible thinking. For more information on the benefits of bilingualism, see the following:
Brain Research: Implications for Second Language Learning
Could Bilingual Education Mold Kids’ Brains to Better Resist Distraction
How the Brain Benefits From Being Bilingual
Why Bilinguals Are Smarter
Additionally, over three decades of research consistently show that immersion students achieve as well as or better than their peers in traditional classrooms on standardized measures of verbal and mathematics skills administered in English (even when content area instruction takes place in the immersion language).
Are there any other advantages to immersion education?
Knowing a second language provides a competitive advantage by opening up additional job opportunities for students as they enter the workforce. Potential employers in today’s world cite the ability to speak and write clearly and effectively as the most important qualification they look for in a job candidate. At the same time, however, they often complain how difficult it is to find candidates with adequate communication skills in both monolingual and multilingual settings.
Technology and economic interdependence have made the world a smaller place. Never before have so many people from different countries been able to come together to collaborate, share knowledge, or do business. And never before has there been such a need for talented and well-trained young people in all fields who are culturally literate and who can communicate effectively in English and another language. Students who acquire a world language through an articulated K-12 sequence of instruction can expect to increase their earning potential by 10-15% as compared to their monolingual peers.
How will my child understand the teacher if the teacher never speaks English?
In the early grades, immersion teachers recognize that their students will not understand everything they say. In order to make academic lessons comprehensible to learners and to support their learning of academic content and the immersion language, immersion teachers—who are proficient in English and the immersion language—use a vast repertoire of instructional strategies as they address the school district’s curriculum. They use body language, visuals, manipulatives, exaggerated facial expressions, and expressive intonation to communicate their meaning. In kindergarten it is common for students to speak English with their peers and when responding to their teacher. As the years progress, students naturally use more of the immersion language. To draw students into using the language, teachers often use songs, useful phrases, chants, and rhymes and carefully structure the day with familiar routines.
How will learning content in a second language affect my child’s English language and literacy development?
Many parents are initially fearful that immersion may have a negative impact on their child’s English language development. But research consistently finds that the immersion experience actually enhances English language development. Full immersion students’ English development may lag temporarily in reading, word knowledge, and spelling while instruction is occurring exclusively in the immersion language. However, after a year or two of instruction in English language arts, this discrepancy disappears. It is important for parents to understand that, to date, there is no evidence of a similar lag in English language development in partial immersion programs.
Parents of students in immersion classrooms can support their children at home with English language and literacy development in the same ways that parents of students in traditional (non-immersion) classrooms do. For example, they can read to their children every day in English and involve them in games and activities that may complement their classroom learning. Research shows that the stronger the development of the native language, the greater the proficiency in the immersion language, so children who enter an immersion program with a strong base in English will succeed more easily than those whose English skills are not as strong.
How can I support my child’s immersion experience if I don’t speak the immersion language?
Like all parents, parents of children in immersion programs are encouraged to maintain an active role in their children’s education by providing experiences that help develop their English language skills and enhance their cognitive and affective development. It is very beneficial for parents to read to their children (in English) daily and to engage them in activities where they can apply what they are learning in class. For example, third-grade students studying measurement can do activities at home that involve measuring, such as hanging a picture or baking cookies. Parents can also communicate with teachers on a regular basis about their children’s academic, social, and language development. Parents support the goals of the program by becoming well-informed about immersion education and by continuing their commitment to keep their child in the immersion program. Parents may also seek out opportunities for their children to use the immersion language outside the school context, for example, by taking advantage of community events that highlight the immersion language or culture or by providing reading materials in the immersion language at home.
As long as families commit to reading to their children in English and exposing them to the immersion language in a variety of settings when possible, they can trust the immersion model to ensure their children will progress in literacy development in both English and the immersion language.
If my child has special needs, how will the immersion program meet these needs?
We believe that all children can learn. In the partial immersion classroom students are provided with learning in a contextualized environment where teachers use extra-linguistic strategies (e.g. varied intonation, visuals, body language, facial expressions) to support content. Students with a variety of needs and skill levels work and learn together. Students who have special needs such as learning disabilities, behavioral issues, and other possible problems have been shown to do as well academically as they could be expected to do in the traditional classroom, provided that they receive the same assistance as they would if enrolled in the traditional classroom. Studies also indicate that immersion is not likely to be the cause of learning difficulties; the same difficulties would arise in any educational setting. Any child who can learn to communicate in his first language can acquire a second language through the immersion process.
Will my child feel insecure or frustrated in the immersion environment?
Be prepared for the fact that your child may initially be confused and perhaps even frustrated as she expends the effort and energy it takes to learn in the immersion classroom. Your child will likely be very tired at the end of the day, as language learning is cognitively demanding. This reaction is very normal for first-time immersion learners and can last from two weeks to two months depending on the child’s age and basic language ability. However, children are generally very resilient and will soon feel comfortable with the second language.
American Council on the Teaching of Foreign Languages. ACTFL proficiency guidelines.
Association of the United States Army. DLI’s language guidelines.
Brondum, J. Stenson, N. (1998). Types of immersion education: An Introduction.
Congratulations to our fifth grade immersion students! They are soaring high as they perform above the state average in math, science, and English language arts!
Useful Links for Immersion Education
National Network for Early Language Learning (NNELL)
Center for Advanced Research on Language Education in Minnesota (CARLA)
The Language Flagship
Immersion in CFSD
The Catalina Foothills School District (CFSD) offers the opportunity for students to learn Spanish or Mandarin Chinese in a partial immersion program. All students in CFSD, both those in the immersion program and those who are in the traditional (non-immersion) classroom, engage in meaningful learning experiences that are designed to address challenging academic standards. Students in the immersion program accomplish this by spending part of the day with a teacher who provides instruction using the immersion language and the other part of the day with an English-speaking teacher. CFSD's immersion teachers are required to be native speakers or demonstrate native-like proficiency in reading, writing, speaking, and listening. Teachers work closely to design and implement lessons that will support students as they work to meet and exceed grade-level expectations for CFSD’s curriculum.
What are the goals of the CFSD immersion program?
CFSD’s immersion programming encompasses four overarching goals. Students will:
Who is eligible to enroll in CFSD’s partial immersion programs?
CFSD’s immersion programs are open to all English-proficient students entering Kindergarten and Grade 1. (No previous experience with Spanish or Mandarin Chinese is necessary to enroll in Kindergarten or Grade 1.) English-proficient students who enroll in Grade 2 and beyond must take an assessment to demonstrate a comparable level of proficiency in the immersion language as compared to their grade level cohort.
Do immersion teachers use English during instruction?
No. By definition, immersion classrooms are those in which English is never spoken. In CFSD we maintain the integrity of this component of the program by requiring that anyone who is in the immersion classroom—including administrators, other staff members, visitors, etc.—only speaks the immersion language or does not speak at all. Many immersion teachers place communication envelopes or boards outside their classroom doors so that parents and others can leave messages in English without disrupting the immersion environment.
There is only one exception to the rule for exclusive use of the immersion language in CFSD’s immersion classrooms: Immersion teachers will use English when necessary to ensure student safety.
What if I want to remove my child from the program?
Parental support for the student and the teachers is very important for a successful learning experience. Parents who choose immersion for their children must understand that language immersion requires a long-term commitment. Children do not become proficient in a language without exposure and practice over an extended period of time. The time it takes for children to begin speaking, reading and writing in another language varies from one child to another. Parents who have questions or concerns are encouraged to speak with their child’s teacher and principal.
Does living in the school’s neighborhood increase my child’s chances of gaining entrance into the program?
Residents of District 16 have priority to enroll in CFSD immersion programs through the last day of the Open Enrollment period. (Consult the CFSD Home Page for the exact date each year.) After that date, immersion programs are offered to new open enrollment families. If an immersion program reaches capacity and a resident expresses interest in enrolling after the last day of the Open Enrollment period, the resident can be added to call-back list and will be notified if there is a change in enrollment.
How can I learn more about immersion education in CFSD?
Attend one of the parent information sessions that are offered each spring. Consult the school website or contact the appropriate school office for details.
Welcome to Catalina Foothills School District's
Spanish Immersion Program at Ventana Vista
¡Bienvenidos! Welcome to CFSD's Spanish Immersion Program at Ventana Vista Elementary School. Ventana Vista is nestled in the southern foothills of the beautiful Santa Catalina Mountains in Tucson, Arizona. This innovative K-5 immersion program provides students a unique opportunity to acquire Spanish as a second language as they use it to learn academic content.
For information about site visits & enrollment (including open enrollment)
please contact: Avril Buick
Ventana Vista School Secretary
abuick@cfsd16.org
欢迎 huān yíng
Welcome to Catalina Foothills School District's Mandarin Chinese Language Immersion Program at Sunrise Drive
Sunrise Drive Elementary School is located in the southern foothills of the beautiful Santa Catalina Mountains in Tucson, Arizona. Our K-5 immersion program provides students a unique opportunity to acquire Mandarin Chinese as a second language as they use it to learn academic content.
In addition to addressing academic content in Mandarin Chinese in science and health, Chinese Immersion students also attend Chinese Music & Culture classes during the school day. The academic standards for Chinese Music & Culture are provided below.
Chinese Music & Culture Standards (Kindergarten)
Chinese Music & Culture Standards (Grade 1)
Chinese Music & Culture Standards (Grade 2)
Chinese Music & Culture Standards (Grade 3)
Chinese Music & Culture Standards (Grade 4)
For information about site visits & enrollment (including open enrollment), please call the Sunrise Drive Elementary School office at: 520-209-7901.
In this insightful video, Dr. Wenhao Diao, Associate Professor in the Department of East Asian Studies at the University of Arizona, shares her expertise on the profound benefits of Chinese immersion programs and the specific benefits of the program in the Catalina Foothills School District. Drawing from her academic background and research, Dr. Diao explores how immersion in the Chinese language and culture enhances cognitive development, strengthens global competencies, and prepares students for success in an increasingly interconnected world.
Her thoughtful analysis captures the lasting impact of Chinese immersion programs like the one at Sunrise Drive, highlighting their role in shaping students’ academic and personal growth. Whether you're considering Chinese immersion for your child or simply curious about the benefits of learning a second language, this discussion offers a deeper understanding of why Mandarin is such a valuable skill in today’s global landscape.
In this video, parents of students enrolled in the Sunrise Drive Chinese Immersion Program share their personal experiences and insights on the incredible impact the program has had on their children's education. From fostering bilingualism to promoting cultural understanding, these parents discuss the unique benefits of a dual-language immersion environment. Learn how the program helps children develop cognitive skills, gain a global perspective, and build confidence in both Mandarin and English. Watch to hear firsthand why this innovative approach to learning is shaping the future for their kids!