Immersion Education And Program Q&A

Over the last five years we have collected questions that most families joining this program ask.

Will learning two languages confuse a child or slow academic progress?
There is no evidence to indicate that learning in two languages will confuse or slow a student’s rate of progress. There is, however, significant research to indicate that learning two languages can enhance academic growth. In addition, learning two languages will not complicate behavior problems or learning disabilities. There is no research to indicate that children in other parts of the world where it is commonplace to learn two or three languages have more of these problems than American children.

Why is it better for my child to learn a language in elementary school?
Studies have shown, and experience has supported, that children who learn a language before the onset of adolescence are more likely to have native-like pronunciation. A number of experts attribute this proficiency to physiological change that occurs in the maturing brain as a child enters puberty. Of course, as with any subject, the more years a child can devote to learning a language, the more competent he or she will become. Regardless, introducing children to alternative ways of expressing themselves and to different cultures generally broadens their outlook and gives them the opportunity to communicate with many more people.

Is immersion education the right choice?
One of the first questions often asked by parents is, “Is this the right choice for my child?” When trying to answer this question it is important to remember the opportunities you are offering your child by exposing him or her to other languages and cultures. Through the immersion model, your child will become biliterate and will be able to communicate freely with persons who speak the target language — which in our case is Mandarin. Being biliterate will enhance your child’s opportunities in the job market and will also make it easier to learn a third language. This is a long-term commitment, so be ready to commit the time it will take for your child to succeed in this program. For children to become fully biliterate, you need to make a commitment of kindergarten to fifth grade, for language to be fully acquired and formed, children need to continue in this type of program into middle school and even high school.

Will the students learn the same things as the students in the regular English program?
The curriculum in immersion programs is the same as the curriculum in the English-only programs. Students receive the same instruction in the basic subjects: mathematics, language arts, science, music, and social studies. The difference is that instruction is in two languages. Students also study Chinese language arts.

Does it matter if no one at home speaks Mandarin?
The program was designed for children of families who do not speak the target language (Mandarin), and also for families whose native language is not English. For families who don’t speak Mandarin at home, additional effort will need to be made to bring that language and culture into their homes; language is not just acquired at school. Support is available from a number of sources including after school programs sponsored by the federal grant, local and private libraries and other CLIP families. Click on the "related links" section of this website for more information.

Does it matter that no one at home speaks English, or only a little English?
Because we live in a country where the dominant language is English, your child will learn English even though the amount of English instruction in the early stages of immersion education may be lower. Remember this is a long-term process. There are families who for many reasons choose to live outside the English-dominant culture, and where children have very little English in their out-of-school environment. Families with children who live where little English is spoken will need to make additional efforts to bring English into their children’s lives. This is the same for families who do not speak the target language (Mandarin). Remember that the basis for the two-way immersion language model is that acquisition of the non-target language (English) is supported by the child being surrounded by that language outside of school.

Is any English used in the Mandarin classroom?
Parents often ask if the teacher slips in a word or sentence in English in the immersion classroom. On rare occasions, if a child needs to be comforted, this can be done in English by taking the child aside and speaking softly to him or her. It is extremely important that only the target language is used in the immersion classroom. Speaking English may help comprehension at a particular moment, but in the long run, it becomes a hindrance to learning the target language because the child may constantly feel a need to have a translation of everything said. If English is used in the classroom, the child will wait for the English and will not focus on the target language instructions being given by the teacher.