ERIC Number: ED362070
Record Type: Non-Journal
Publication Date: 1993-Sep
Reference Count: N/A
Review of the Seventh Year of the Partial Immersion Program at Key Elementary School, Arlington, Virginia, 1992-93.
Barfield, Susan C.; Rhodes, Nancy C.
This paper describes the partial immersion program (PIP) at Key Elementary School in Arlington, Virginia. In this program, which has completed its seventh year, half the day is taught in English and half in Spanish. The review of the program, which included classroom observations, teacher and staff interviews, and student assessment, revealed a highly successful education program for grades K-5. Test results show that the students in the PIP have progressed in academic areas as well as or better than other students at their grade levels. Students continue to improve their Spanish and English skills, as measured by the Language Assessment Scales test, and students' oral skills in Spanish continue to improve, as measured by the Student Oral Proficiency Rating scale. As in 1991-92, the 1992-93 fourth and fifth grade immersion classes scored higher than other fourth and fifth grade non-immersion classes at Key on a county-wide writing assessment. It is recommended that a high priority be placed on the planning, implementation, and evaluation of a continued sequence at the high school level and also that immersion teachers be offered training opportunities to increase cultural knowledge. Several items are appended: a Student Oral Proficiency Rating form; the Center for Applied Linguistics Oral Proficiency Exam (COPE) Rating Scale; writing assessment guidelines, a photocopied newspaper article in support of bilingualism in Arlington County public schools, and an evaluation report. (JP)
Descriptors: Academic Achievement, Elementary Education, Elementary School Students, English, Immersion Programs, Language Proficiency, Language Tests, Native Speakers, Oral Language, Program Effectiveness, Program Evaluation, Second Language Programs, Spanish, Speech Skills, Testing, Writing Achievement
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Center for Applied Linguistics, Washington, DC.