ERIC Number: ED391366
Record Type: Non-Journal
Publication Date: 1994-Oct
Reference Count: N/A
Review of the Eighth Year of the Partial Immersion Program at Key Elementary School, Arlington, Virginia, 1993-94.
Barfield, Susan C.; Rhodes, Nancy C.
The partial immersion program at Key Elementary School (Arlington, Virginia), where half the day is taught in English and half in Spanish, continued to be successful in its eighth year. Reasons for success include: dedication and in-depth understanding of immersion philosophy among principal, coordinator, teachers, and staff; innovations in both English and Spanish portions of the day, especially in approaches to reading and writing; active parent involvement; supplemental federal funding; and continued central office support. Tests indicate participating students have progressed in academic areas as well as or better than other students at their grade level, both within the school and in comparison with state and national norms. Recommendations for the next year include: improved articulation with middle and high school programs for continued integrated content area and language instruction; continued expansion of teaching strategies; involvement of immersion teachers in the planning of in-service training; and continued classes for parents, including English for Spanish parents and Spanish for English parents. (MSE)
Descriptors: Classroom Techniques, Educational Strategies, Elementary Education, Federal Aid, Financial Support, FLES, Immersion Programs, Inservice Teacher Education, Instructional Innovation, Parent Participation, Program Descriptions, Program Design, Program Development, Program Effectiveness, Program Evaluation, Reading Instruction, Second Language Programs, Spanish, Writing Instruction
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Center for Applied Linguistics, Washington, DC.