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Paper Session: Assessing French Reading Skills of Elementary French Immersion Students: Utility of DIBELS in French
Friday, October 22, 4 - 5 pm, Room: Alumni 
Chantal Dufour-Martel, Institute for the Development of Educational Achievement

An area remaining relatively unexplored in immersion education is beginning reading. Specifically, this study developed three foundational French-language early reading measures recognized as strong predictors of later reading ability for English-speaking children. The purpose of the study was to investigate the reliability and validity of the three French-language curriculum-based measures. Findings indicate two measures are technically adequate for measuring the early French literacy skills of second-grade partial French immersion students.

Paper Session: Biliteracy for African-American and Latino Students through Dual Immersion
Friday, October 22, 4 - 5 pm, Room: Regents 
Marcia Vargas, 2-Way California Association for Bilingual Education (CABE)
Erin Bostick-Mason, San Bernardino County Superintendent of Schools

The implementation of a 90:10 dual immersion program has served as a catalyst for raising expectations and achievement in a high poverty, ethnically diverse, inner city school. Presenters will share the program design, preliminary student achievement data and lessons learned from this Title III funded program. Learn how this Spanish/English dual immersion program is building bridges to success for its African-American and Latino students.

Paper Session: Immersion in Hong Kong: Still Stressed But Making Progress
Friday, October 22, 4 - 5 pm, Room: Coffman 
Philip Hoare, Hong Kong Institute of Education
Stella Kong, Hong Kong Institute of Education

Immersion education in Hong Kong includes 25% of students in Grade 7 and above. This paper reviews changes to immersion in Hong Kong over the past seven years, a time of significant social and political change in the Special Administrative Region. It discusses the effectiveness of these changes in promoting additive bilingualism based on the available evidence and considers the educational merits of further changes currently being proposed.

Paper Session: Implementing the Components of an Inner City Dual Language Program
Friday, October 22, 4 - 5 pm, Room: Presidents 
Robin Barna, Welch Annex, Prince School
Doris Vazquez, Welch Annex, Prince School
Sidia Atencio, Welch Annex, Prince School
Clara Amador-Watson, Welch Annex, Prince School

We have designed and implemented the first dual language program in New Haven, CT. Our inner city elementary school's 50/50 program is in its fifth year. Native language arts are taught in K-1 (with an ESL/SSL component), in both languages in grades 2-4, and math is taught in both languages K-4. Session topics are: background information, city and state guidelines, parent recruitment and participation, classroom implementation, and consultation services for program redesign, scheduling and assessment.

Paper Session: Integrating Kindergarten Students' Speech Patterns Into Daily Lessons
Friday, October 22, 4 - 5 pm, Room: Campus 
Mayako Karakisawa, Smith Academy of International Languages

Oftentimes students speak non age-appropriate sentences, because of the many levels of form in Japanese. Immersion students become fluent in the instructional language, but have a difficult time in play time language. This paper reveals how to improve students speaking skills using kindergarten children's authentic speech patterns and the way to incorporate them into the daily lesson effectively.

Discussion Session: "Johnny can't read. Now what?" Immersion Reading and Remediation
Friday, October 22, 4 - 5 pm, Room: Faculty 
Gerry Lee Lukaska, Valley View Middle School Extended French Program
Chris Holden, Robbinsdale Spanish Immersion School

Students who read well in their native tongue transfer those skills to their second language. What happens to the immersion student who experiences difficulties learning to read and receives little to no formal reading instruction in their native tongue before third grade? Join immersion educators as they share results of research and classroom experiences. Discussion surrounding a possible remedy for reading woes will include strategies and skills based reading instruction in L1.

Paper Session: Lessons From Starting an Ojibwe Immersion School
Friday, October 22, 4 - 5 pm, Room: Northrup 
Mary Hermes, University of Minnesota - Duluth

Waadookokaading, "the place where we help each other," has been a successful charter school for three years. As an Ojibwe language immersion school in a context where the language is endangered, this school is a model.

Center for Advanced Research on Language Acquisition (CARLA) • 140 University International Center • 331 - 17th Ave SE • Minneapolis, MN 55414