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Archived Content from Conference Held in October 2012

Immersion 2012: Bridging Contexts for a Multilingual World

Conference Sessions
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Friday, October 19, 2012

Friday, 1:45 pm
Capitol Ballroom
Debating the Role of L1/Majority Language in Immersion Education
Diane Tedick, University of Minnesota
Susan Ballinger, McGill University
Katarina Edmonds, Independent Consultant
Stella Kong, Hong Kong Institute of Education
Deb Palmer, University of Texas - Austin
Tauwehe Tamati, University of Auckland
Miles Turnbull, University of Prince Edward Island

Recently some scholars and practitioners have begun to question the practice of adhering to separation of languages in immersion teaching and learning. Representing one-way, two-way and indigenous immersion contexts, symposium participants will offer research-based perspectives and engage in a debate on the topic of L1/majority language use in immersion.

Paper Session

Friday, 3:00 pm
Governors II
Relating Teacher Practices to Better Student Written Production
Nicole Boudreaux, Lafayette Parish School System
Michelle Haj-Broussard, McNeese State University

Based on classroom observations, student written production analysis, and discussions with kindergarten and first grade teachers, this presentation links theory and practice in writing instruction in the immersion setting. Participants will critically review video clips and authentic student writing, and participate in discussions regarding the most effective methodologies and genres.

Paper Session

Friday, 3:00 pm
Governors III
Thematic Integration: How to Design Standard-Based Interdisciplinary Units 
Mike Yamakawa, Culver City Unified School District/El Marino Language School

Thematically integrated curriculum provides meaningful context for L2 development and makes rigorous language input possible. This session introduces theoretical foundations for thematic curriculum and methods to integrate academic subjects. The session also shows how to design standard-based thematic curriculum using Standard Maps and Essential Questions (Wiggins & McTighe, 2005).

Paper Session

Friday, 3:00 pm
Governors IV
Bridging Cultures in a School and Community Through Parent Leadership
Sally Hood, University of Portland
Vicky Aguilar, Trost Elementary School
Naomi Gingerich, Trost Elementary School
Angie Navarro, Trost Elementary School
Danielle Reynolds, Trost Elementary School

This session highlights a collaborative practitioner inquiry that seeks to provide Latino families, whose children participate in a dual language immersion program (K-6), with equal access to resources so they become engaged and become leaders within the school. Presenters discuss how the inquiry emerged, how it unfolded, and what they learned.

Discussion Session

Friday, 3:00 pm
Governors V
Classroom Management in Immersion: "Work by Missions"
Jean-Philippe Warlet, Prairie Elementary

In this presentation, we will provide strategies for classroom management in a bilingual class that involve students in the language learning process through the regular curriculum. This presentation will go through the creative writing process, work in groups, centers, projects, and "missions." Participants will be given access to ready-to-use helpful materials.

Paper Session

Friday, 3:00 pm
Kellogg I
Maintenance of Heritage Languages and Cultures in the United States
Kelly Torres, Florida State University
Rebecca Galeano, Florida State University

This presentation will describe differences found between students who have and have not completed dual immersion programs. The researchers will present findings between these two groups of students regarding differences in ethnic identity, skill-specific language proficiencies, and the use of the Spanish language in family and community settings.

Paper Session

Friday, 3:00 pm
Kellogg II
Research Project: Evaluation of the Pilot Project "FiBi" (Filière Bilingue) in Biel-Bienne (Switzerland)
Melanie Buser, University of Teacher Education

In Biel-Bienne (Switzerland), the role of language and intercultural skills is particularly prominent since it is located on the French-German language border within Switzerland. The presented pilot project is about the implementation of the first Swiss two-way immersion public school located on the French-German language border (Biel-Bienne), named Filière Bilingue (FiBi), which started in summer 2010 with four kindergarten classes. In October 2012, the first results of the evaluation of this innovative program will be at hand.

Presentation Handout (PDF)

Discussion Session

Friday, 3:00 pm
Kellogg III
Response to Intervention (RTI) Activities and Progress Monitoring
Yuan Wang, Excelsior/Scenic Heights Elementary School
Vivian Lezcano-Lytle, Minnetonka Public Schools

This session will start with an introduction to the Minnetonka Public Schools. We will discuss Response to Intervention (RTI) strategies and activities utilized in the immersion programs, continue with an open discussion on the pros and cons of the strategies, and conclude with how to improve our RTI strategies.

Handout/Slides: Wang_Minnetonka_RTI.pdf 
Handout/Slides: Discussion_result_2012.docx
Paper Session

Friday, 3:00 pm
State II
Ka i ka waha: Kuleana vs Commitment
Christopher Yim, Ke Kula Kaiapuni o Anuenue
Pohai Kukea-Shultz, Ke Kula Kaiapuni o Anuenue
Kau'i Sang, Ke Kula Kaiapuni o Anuenue

This research will chronicle the current journey of Hawaiian educators and parents as we engage in an educational and political struggle over state and federal requirements to use translated English standardized tests on our Hawaiian speaking children in Hawaiian language immersion schools.

Paper Session

Friday, 3:00 pm
State III
How Important is Writing Practice for Chinese Character Recognition?
Patricia Chi, Xi'an International Studies University
Hai-I (Nancy) Hsia West, Wasatch Elementary School
Ellen Knell, Utah State Office of Education

With new computer technology, is it less important to teach written characters and stroke order? This study compared character recognition in two groups of first grade Chinese immersion students. Each day one group received character recognition activities and the other group had writing practice. Pedagogical implications are discussed.

Paper Session

Friday, 3:00 pm
Windows on the River
Bridging the Gap: Conversations Between a Chinese Parent and a French Immersion Teacher on Assessment
Yi Li, University of Manitoba
Krystyna Baranowski, Faculte d'education, Universite de St-Boniface et University of Manitoba

Through enacting a series of three parent-teacher interviews centering around the Chinese parent's eight-year-old daughter's report cards, we will explore the divergent goals, aims, and processes of education in China and Canada. We will draw attention to the complexities of cross-cultural and multilingual communication which can extend beyond simple language barriers.


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