Dual immersion program

Examine test scores, demographics, and programs available to students. advocating for the implementation of a comprehensive dual immersion program at the school you have selected. Make sure to mention the language (other than English) to be taught.
Make a compelling argument as to why dual immersion programs are successful and in particular why they would benefit the specific children of the school you have selected. To support your argument, including the demographic information from your research.
dual immersion and its benefits. the academic outcomes of bilingual education (not the benefits of being bilingual).
Include efficacy information about dual immersion programs in other states.
Specifically mention how Proposition 58 can support the implementation of the program.
https://www.ed-data.org/school/Riverside/Perris-Union-High/Perris-High
this is the link for the selected school.
+500 words, include references citation format is APA

Sample Solution

Dual immersion programs are becoming more and more popular in our education system as they promote academic success, cultural understanding and bilingualism. Dual Immersion programs offer a unique opportunity for students to learn two languages simultaneously: English and another language of their choice. The school I have selected is Perris High School located in Riverside, California. With this program, the students at Perris High School would become proficient in both English and Spanish by the end of their high school career with instruction evenly divided between the two languages. According to data collected from Ed-Data, 73% of the students at Perris High School are Hispanic or Latino while only 15% identify as Asian/Pacific Islander. This makes Spanish an ideal option for dual immersion programming due to its prevalence among the student population at this particular school (“Overview,” 2020).

The advantages offered by dual immersion programs benefit all levels of learning; research has shown that these programs increase overall academic achievement across many disciplines like mathematics and reading (Valdés & Escamilla, 2019). This can be attributed to increased cognitive abilities which are a direct result of bilingualism (Kutscher et al., 2013). Additionally, studies have indicated that bilingual learners are better able to transfer knowledge from one language context into another (Kilpatrick & Williams-Petersen 2020). This means that children participating in such a program will not just be developing conversational skills but also deep connections between language contexts on an academic level which leads to improved critical thinking skills.

In order for such a program to take place at Perris High School however additional funding is needed as provided under Proposition 58 passed by California voters in 2016. This proposition allowed local districts greater flexibility when it comes to providing instruction related to multilingual education including dual immersive programming(California Department Of Education 2017). The funds made available through Proposition 58 could provide necessary resources like textbooks specifically designed for dual immersive programming along with qualified teachers trained in pedagogy dedicated towards teaching multiple languages among other things(California Department Of Education 2017).

Ultimately implementing a comprehensive Dual Immersion Program will bring immense benefits if applied correctly without compromising on existing educational standards. It gives every child attending Perris High School an equal opportunity regardless of ethnicity or economic status so that each student may reach his or her full potential academically as well as linguistically. A properly executed plan will successfully equip every student with essential skillsets required for success beyond high school life no matter what path they choose later on down the road .

References:
California Department Of Education.(2017)Proposition 58 Multilingual Education Amendment Act Overview [PDF].Retrieved from https://www1cdeedu/sites/default/files/cdecontent//CurriculumInstruction/CTSOs/$MLEAO$MLEAOv_170915pdf?state=ca&status=released&year=201718&level2name=Perris Union High&level3name=Perris High#page14)

Kilpatrick LA., Williams-Petersen EA.(2020)Transfer Effects Between Contextually Related Languages During Bilingual Reading Comprehension Instruction[PDF] Retrieved From http://webprod3edbpublishorgssFilesFSPublicationsDownloadableFilesBEPerspectives05 TransferEffectsinBilLingualReadingComprehensionInstruction20 pdf

Kutscher ML et al.(2013)The Cognitive Benefits of Being Bilingual [PDF].Cerebrum : Dana Foundation Retrieved from http://danaorgcontentcerebrum20133the-cognitivebenefits-ofbeingblingualpdf
Valdés G., Escamilla K.(2019)”Benefits Associated with Dual Language Enrollment” [PDF]. National Association For Bilingual Educators Retrieved From https://nabe19orgeducationwpcontentuploads201907NABEWhitePaperFinalWEBpdf

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