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Chinese Dual Language Immersion Sociometric Results: Looking at Social Choices in Kindergarten, June 2012
Sociogram Questions
1. Who is your best friend in your classroom? 2. Who do you like to work with in a group or on a project in the classroom? 3. Who do you like to sit with at lunch in the cafeteria? 4. Who would you like to have a play-date with?
Chosen
English Other
33%
38%
34% 51%
29%
15%
Chosen
English Other
26%
32%
42%
43%
32%
25%
Reflect-
Overall Results
Good News: Most students in both groups are forming friendship across linguistic, racial, and gender borders. Students are demonstrating an open, receptive appreciation of all the ethnic groups that are represented in their classroom. Challenges: There are 5 students (2 JK & 3 K) in Classroom A who were not chosen by other students at all. We need to be vigilant, as we want to make sure that no student feels isolated from the group or becomes a self-isolate in the future.
Questions
What can be done to ensure that all students are cohesively part of the group? What strategies can be put into place to bring the non-chosen students into the student community in a positive way? Are students valuing speakers of more than one language? (English-home speakers were chosen disproportionally less in both classrooms.)
Student is asked to perform a variety of age and developmentally appropriate tasks such as following two-step directions, recalling story details, using context to derive word meanings, stating name, age, giving appropriate situational responses and more.
A section on radicals and strokes has been added along with character/word recognition in a variety of contexts and reading from stories.
50%
40%
30%
20%
10%
0%
Receptive
Expressive
Functional
Radical/Stroke
K Immersion
KFLES
75.24%
ENGLISH LITERACY
English Literacy
Percentage of Chinese Dual Language Immersion Kindergarten Students by Language English Literacy Stages of Reading: 2011-2012
60 50 40 30 20 10 0 Chinese 0 10 50 40 English 0 42.8 42.8 14.2 Other 0 28.6 57.1 14.2
Below Benchmark At Benchmark Gr. 1 Emergent Gr. 2 Beginning/Expanding * Fountas & Pinnell
Reflect-
Take a minute to review the 2 sided TWIOP document. Watch the video clip of the dual language Chinese class in action. Match elements of what you have observed with TWIOP observation Protocol. What did you see?
Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment
Increased Cultural Sensitivity -Immersion students are more aware of and show more positive attitudes towards other cultures and an appreciation of other people.
Long Term Benefits -Immersion students are better prepared for the global community and job markets where a second language is an asset. -There is a greater graduation rate for students in Dual Immersion