{"id":49209,"date":"2019-06-18T09:01:03","date_gmt":"2019-06-18T07:01:03","guid":{"rendered":"http:\/\/www.brennerbasisdemokratie.eu\/?p=49209"},"modified":"2022-07-03T14:57:00","modified_gmt":"2022-07-03T12:57:00","slug":"faq-zur-immersion","status":"publish","type":"post","link":"https:\/\/www.brennerbasisdemokratie.eu\/?p=49209","title":{"rendered":"FAQ zur Immersion."},"content":{"rendered":"

01<\/code> What is the difference between a 90:10 and a 50:50 model?<\/strong>
\nThe first number refers to the amount of instructional time initially spent for instruction in the target or non-English language in kindergarten. The second number refers to English. In a 90:10 model the amount of the target language decreases yearly as English increases until there is a 50:50 balance of the languages generally in grades four through six. A 50:50 model uses English and the target language for 50 percent of the time throughout the duration of the program.<\/p>\n

02<\/code> Why is it okay to immerse English speakers in a language, but not Spanish speakers?<\/strong>
\nThe English speaker is not at risk of losing the English language. English is spoken at home, in the community, and in the media. Dual-language immersion programs are not replacing English with another language, but provide the students the opportunity to acquire a second language. Dual-language immersion programs are additive programs in that a second language is acquired while maintaining the first language of the students.<\/p><\/blockquote>\n

03<\/code> Can you implement a dual-language immersion program with a school population of 96 percent Spanish speakers?<\/strong>
\nNo, the ideal ratio of English learners to English speakers is 50:50, but to stay within the program design, the recommendation of many practitioners is that the ratio should never go below 33 percent for either language group. A school may however, under certain circumstances, choose to select a developmental bilingual (maintenance) or heritage language model for developing bilingualism for this population.<\/p><\/blockquote>\n

04<\/code> Can you include English learners of a language other than Spanish in a Spanish\/English dual-language immersion program?<\/strong>
\nEnglish learners in a Spanish\/English dual-language immersion program should be Spanish speakers. However, speakers of other languages who are proficient in either Spanish or English could be eligible for enrollment in the program.<\/p><\/blockquote>\n

05<\/code> Do English learners get enough English instruction in a 90:10 model?<\/strong>
\nEnglish time must be carefully defined and implemented. High quality curriculum and instruction are essential. Research shows that when programs are fully implemented according to the program design, English learners in 90:10 models score as well as or better than their peers in other programs in English tests. (Lindholm-Leary, (2001) Dual Language Education, Multilingual Matters LTD)<\/p><\/blockquote>\n

Auszug aus den FAQ<\/a> des <\/em>California Department of Education zur mehrsprachigen Schule (Englisch\/Spanisch) \u2013 Nummerierung:
\n<\/em><\/p>\n

Nat\u00fcrlich ist die Situation in Kalifornien nicht 1:1 mit jener in S\u00fcdtirol zu vergleichen. Trotzdem beinhalten diese Antworten einige interessante Indizien und Erkenntnisse:<\/p>\n