We have until the 25th of February to present the names of interested families to the school division. If you have already submitted your information, thank you! but you also have to consent to us passing on the information to the school division.
Just drop us an email at winnipegspanishimmersion@gmail.com stating, "Yes, I give consent". That's it.
You have until the 25th to make this a reality. Please show your support!
Saturday, February 15, 2014
Friday, January 24, 2014
Update
We are continuing to collect names even though the proposals have been presented and we have been waiting patiently for word from all the divisions. Pembina Trails congratulated us on a well put together presentation, but are concerned they don't have enough students in the school division to make it a possibility. They are however committed to working with other divisions to making this a reality in the city.
We have had more conversation with Winnipeg School Dvision this week and they seem quite positive about starting a kindergarten class for 2014. They have asked us to present the names of the children in their school division that are born in 2009 in addition to all the names we have for that age group from other school divisions.
What we understand from that is if we can get more names of students in the Winnipeg School Division they will confirm the start up of a Spanish Bilingual program and welcome students from outside the school division. This is great news!!!
We are working on setting up another meeting with them in the coming week to discuss how the division can help us promote theprogram as well as if they can answer our questions regarding location. Our hope is that they would advertise it in all their schools. This would be so important as we move forward.
What we need from you as parents: Promote the program, especially to families with children entering kindergarten and especially those that reside in Winnipeg School division.
Our desire is to still work towards getting a late immersion program started, either for grade 4 or grade 7. Our numbers are a bit lower for those age categories, but if you are wanting to see it happen for the 2014 or even the 2015 school year, we need to gather more names. I plan to call a number of parents in my son's class asking them if they would consider putting their children in late Spanish Bilingual if it was offered. It's worth asking if it means making this a reality.
Saturday, November 9, 2013
Preliminary Report of Parental Motivation
Here is the preliminary report written by Verónica Loureiro-Rodríguez who is from the University of Manitoba and is in the Department of Linguistics.
Spanish immersion in Winnipeg? ¿Por qué no?
1. Introduction
In the last six years, Canada has experienced a dramatic increase of 32% in its
Spanish-speaking population. The 2011 Canadian census registered more than 439,110
people with Spanish as their mother tongue, 8,825 of whom reside in the province of
Manitoba, making Spanish the third largest non-official language in the country
(Statistics Canada, 2012). As a result of this remarkable growth, a new interest in the
Spanish language has emerged, and with it, a local initiative to create Winnipeg’s first
Spanish immersion program.
Recent research shows that immersion programs are a successful educational
approach for both majority and minority language students (Barnett, Yarosz, Thomas,
Jung, & Blanco, 2007; Howard, Christian, & Genesee, 2004; Howard & Sugarman, 2007;
Lindholm-Leary, 2001, 2005; Shannon & Milian, 2002; Thomas & Collier, 2002). It has
also been shown that minority language students enrolled in immersion programs reach
academic and linguistic goals at higher rates than those in non-immersion programs
(Howard & Sugarman, 2007; Lindholm-Leary, 2001; Lindholm-Leary & Block, 2010;
Shannon & Milian, 2002; Thomas & Collier, 2002).
2. Parental motivation: Why does it matter?
But, why are parents choosing immersion programs? Do all parents share the
same priorities? Or do parents differ in their reasons based, for example, on the language
they primarily speak at home, their own linguistic abilities, their educational level or their
income? The growing popularity of dual language education makes it necessary to
examine the reasons that parents articulate for choosing these programs. Finding out
Preliminary report on parental motivation parents’ expectations and motivations will help us better understand to whom immersion programs are really serving and what matters to parents who choose them (de Jong & Howard, 2009; Parkes, 2008). Furthermore, this information will be valuable for student
recruitment purposes, as well as for delineating language program goals (Parkes, 2008;
Whiting & Feinauer, 2011).
Research carried out in the United States suggests that there are many factors that
influence parents’ decision to enroll their children in dual language programs, such as the
cognitive and academic benefits of bilingualism, the promotion of children’s self-esteem
and self-worth, and the maintenance of the heritage culture (Craig, 1996; Kemppainen,
Ferrin, Ward, & Hite, 2004; Lao, 2004; Lindholm-Leary, 2001; Monzó, 2005; Shannon
& Milian, 2002). In Canada, research on immersion programs has traditionally focused
on French language proficiency (Genesee, 1987; Lambert & Tucker, 1972; Shannon &
Milian, 2002; Swain, 1981; Wright, 1996), not on parental motivations. However, results
from research carried out by the Canadian Council of Learning indicate that the majority
of parents choose to enroll their children in French immersion programs for instrumental
reasons, that is, because they believe that being proficient in French will open up career
opportunities for their children.
3. The Spanish Immersion Program initiative: A look at parents’ motivations
One of the tools the proponents of the Spanish Immersion Program have been using to
promote their initative is a Facebook group called Winnipeg Spanish Immersion. More
than 200 parents have joined this group. In September, I distributed an online survey
among these parents. The survey consisted of a sociolinguistic and demographic
questionnaire and an open-ended question about motivations for enrolling their children
in the Spanish Immersion program. At the end of the survey, I solicited volunteers for a
follow-up interview. As of October 29th, 2013, 35 parents have completed the survey,
and I have interviewed 15 of them.
3.1. Preliminary results.
3.1.1. Demographics
In the great majority of these families, one parent is originally from a Spanish-speaking
country and the other is from Canada, with the latter one being an English speaker. Not
surprisingly, English is the primary language in 97% of these households. About 35% of
the Spanish-speaking parents speak or try to speak only Spanish to their children.
Most of these families have two children of school age. Forty percent of the
mothers and 92% of the fathers are employed full-time. Half of the parents hold a
professional or graduate degree, and 25% of them have a college degree only.
3.1.2. Main reasons for enrolling their children in a Spanish immersion program
The main reason why parents would like their children to attend a Spanish
Immersion program is to give them the opportunity to remain connected with their
heritage, and to ensure that their children are able to communicate with their monolingual
Spanish-speaking relatives. The second reason parents mentioned was for children to
acquire academic skills in Spanish. These parents want their children to grow up not only
speaking Spanish, but also reading and writing it. It is their hope that, after graduating
from high school, their children are proficient enough to attend university in a Spanish speaking
country. Parents also value the global importance of Spanish and the job
opportunities that knowing such a widely spoken language would bring to their children.
3.1.2. Other topics and issues
During the interviews, the following topics and issues were addressed.
1. The majority of parents are open to the possibility of cohort classrooms
2. They would like for the school to offer as many hours in Spanish as possible, and
hope their children to learn about the linguistic and cultural diversity of the
Spanish-speaking world
3. Parents are excited about contributing to the program with their cultural and
linguistic knowledge.
4. A few parents suggested to conduct follow-up interviews or hold frequent
meetings once the Spanish program is running to answer questions and address
any issues or concerns that may arise.
References
Barnett, S., Yarosz, D., Thomas, J., Jung, K., & Blanco, D. (2007). Two-way and
monolingual English immersion in preschool education: An experimental
comparison. Early Childhood Research Quaterly, 22, 277-293.
Craig, B. A. (1996). Parental attitudes toward bilingualism in a local two-way immersion
program. Bilingual Research Journal, 20(3&4), 383-410.
de Jong, E., & Howard, E. R. (2009). Integration in two-way immersion model:
Equalizing linguistic benefits for all students. International Journal of Bilingual
Education and Bilingualism, 12(1), 81-99.
Genesee, F. (1987). Learning through two languages: studies of immersion and bilingual
education. Cambridge, MA: Newbury House.
Howard, E. R., Christian, D., & Genesee, F. (2004). The development of bilingualism and
biliteracy from grades 3 to 5: A summary of findings from the CAL/CREDE study
of two-way immersion education. CREDE Research Report. Washington, DC
Santa Cruz, CA: Center for Applied Linguistics and Center for Research on
Education, Diversity and Excellence.
Howard, E. R., & Sugarman, J. (2007). Realizing the vision of two-way immersion:
Fostering effective programs and classrooms. Washington, DC: Center for
Applied Lingusitics.
Kemppainen, R., Ferrin, S. E., Ward, C. J., & Hite, J. M. (2004). ‘One should not forget
one’s mother tongue’: Russian-speaking parents’ choice of language of
instruction in Estonia. Bilingual Research Journal, 28(2), 207-229.
Lambert, W., & Tucker, G. (1972). The bilingual education of children: the St. Lambert
experiment. Rowley, MA: Newbury House.
Lao, C. (2004). Parents' attitudes toward Chinese-English bilingual education and
Chinese language use. Bilingual Research Journal, 28(1), 99-121.
Lindholm-Leary, K. J. (2001). Dual language education. Toronto, ON: Multilingual
Matters.
Lindholm-Leary, K. J. (2005). Review of research and best practices on effective features
of dual language education programs.
http://www.cal.org/twi/guidingprinciples.htm (accessed October 1, 2013).
Lindholm-Leary, K. J., & Block, N. (2010). Achievement in predominatly low
SES/Hispanic dual language schools. International Journal of Bilingual
Education and Bilingualism, 13(1), 43-60.
Monzó, L. D. (2005). Latino parents’ ‘choice’ for bilingual education in an urban
California school: Language politics in the aftermath of Proposition 227.
Bilingual Research Journal, 29(2), 365-386.
Parkes, J. (2008). Who Chooses Dual Language Education for Their Children and Why.
International Journal of Bilingual Education and Bilingualism, 11(6), 635-660.
Shannon, S. M., & Milian, M. (2002). Parents choose dual language programs in
Colorado: A survey. Bilingual Research Journal, 26(3), 681-696.
Statistics Canada. (2012). Canada (Code 01) and Canada (Code 01) (table). Census
Profile. Retrieved May 15, 2013, from 2011 Census. Statistics Canada Catalogue
no. 98-316-XWE. Ottawa. Released October 24, 2012
Preliminary report on parental motivation
Page 5 of 5
http://www12.statcan.gc.ca/census-recensement/2011/dppd/
prof/index.cfm?Lang=E
Swain, M. (1981). Lingusitic environment as a factor in the acquisition of target language
skills. In R. Andersen (Ed.), Second Language Acquisition and Use under
Different Circumstances (pp. 104-122). Rowley, MA: Newbury House.
Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language
minority students, long-term academic achievement. Santa Cruz, CA: Center for
Research on Education, Diversity & Excellence.
Whiting, E. F., & Feinauer, E. (2011). Reasons for enrollment at a Spanish–English twoway
immersion charter school among highly motivated parents from a diverse
community. International Journal of Bilingual Education and Bilingualism,
14(6), 631-651.
Wright, R. (1996). A study of the acquisition of verbs of motion by grade 4/5 early
French immersion students. Canadian Modern Language Review, 53(1), 257-280.
Spanish immersion in Winnipeg? ¿Por qué no?
1. Introduction
In the last six years, Canada has experienced a dramatic increase of 32% in its
Spanish-speaking population. The 2011 Canadian census registered more than 439,110
people with Spanish as their mother tongue, 8,825 of whom reside in the province of
Manitoba, making Spanish the third largest non-official language in the country
(Statistics Canada, 2012). As a result of this remarkable growth, a new interest in the
Spanish language has emerged, and with it, a local initiative to create Winnipeg’s first
Spanish immersion program.
Recent research shows that immersion programs are a successful educational
approach for both majority and minority language students (Barnett, Yarosz, Thomas,
Jung, & Blanco, 2007; Howard, Christian, & Genesee, 2004; Howard & Sugarman, 2007;
Lindholm-Leary, 2001, 2005; Shannon & Milian, 2002; Thomas & Collier, 2002). It has
also been shown that minority language students enrolled in immersion programs reach
academic and linguistic goals at higher rates than those in non-immersion programs
(Howard & Sugarman, 2007; Lindholm-Leary, 2001; Lindholm-Leary & Block, 2010;
Shannon & Milian, 2002; Thomas & Collier, 2002).
2. Parental motivation: Why does it matter?
But, why are parents choosing immersion programs? Do all parents share the
same priorities? Or do parents differ in their reasons based, for example, on the language
they primarily speak at home, their own linguistic abilities, their educational level or their
income? The growing popularity of dual language education makes it necessary to
examine the reasons that parents articulate for choosing these programs. Finding out
Preliminary report on parental motivation parents’ expectations and motivations will help us better understand to whom immersion programs are really serving and what matters to parents who choose them (de Jong & Howard, 2009; Parkes, 2008). Furthermore, this information will be valuable for student
recruitment purposes, as well as for delineating language program goals (Parkes, 2008;
Whiting & Feinauer, 2011).
Research carried out in the United States suggests that there are many factors that
influence parents’ decision to enroll their children in dual language programs, such as the
cognitive and academic benefits of bilingualism, the promotion of children’s self-esteem
and self-worth, and the maintenance of the heritage culture (Craig, 1996; Kemppainen,
Ferrin, Ward, & Hite, 2004; Lao, 2004; Lindholm-Leary, 2001; Monzó, 2005; Shannon
& Milian, 2002). In Canada, research on immersion programs has traditionally focused
on French language proficiency (Genesee, 1987; Lambert & Tucker, 1972; Shannon &
Milian, 2002; Swain, 1981; Wright, 1996), not on parental motivations. However, results
from research carried out by the Canadian Council of Learning indicate that the majority
of parents choose to enroll their children in French immersion programs for instrumental
reasons, that is, because they believe that being proficient in French will open up career
opportunities for their children.
3. The Spanish Immersion Program initiative: A look at parents’ motivations
One of the tools the proponents of the Spanish Immersion Program have been using to
promote their initative is a Facebook group called Winnipeg Spanish Immersion. More
than 200 parents have joined this group. In September, I distributed an online survey
among these parents. The survey consisted of a sociolinguistic and demographic
questionnaire and an open-ended question about motivations for enrolling their children
in the Spanish Immersion program. At the end of the survey, I solicited volunteers for a
follow-up interview. As of October 29th, 2013, 35 parents have completed the survey,
and I have interviewed 15 of them.
3.1. Preliminary results.
3.1.1. Demographics
In the great majority of these families, one parent is originally from a Spanish-speaking
country and the other is from Canada, with the latter one being an English speaker. Not
surprisingly, English is the primary language in 97% of these households. About 35% of
the Spanish-speaking parents speak or try to speak only Spanish to their children.
Most of these families have two children of school age. Forty percent of the
mothers and 92% of the fathers are employed full-time. Half of the parents hold a
professional or graduate degree, and 25% of them have a college degree only.
3.1.2. Main reasons for enrolling their children in a Spanish immersion program
The main reason why parents would like their children to attend a Spanish
Immersion program is to give them the opportunity to remain connected with their
heritage, and to ensure that their children are able to communicate with their monolingual
Spanish-speaking relatives. The second reason parents mentioned was for children to
acquire academic skills in Spanish. These parents want their children to grow up not only
speaking Spanish, but also reading and writing it. It is their hope that, after graduating
from high school, their children are proficient enough to attend university in a Spanish speaking
country. Parents also value the global importance of Spanish and the job
opportunities that knowing such a widely spoken language would bring to their children.
3.1.2. Other topics and issues
During the interviews, the following topics and issues were addressed.
1. The majority of parents are open to the possibility of cohort classrooms
2. They would like for the school to offer as many hours in Spanish as possible, and
hope their children to learn about the linguistic and cultural diversity of the
Spanish-speaking world
3. Parents are excited about contributing to the program with their cultural and
linguistic knowledge.
4. A few parents suggested to conduct follow-up interviews or hold frequent
meetings once the Spanish program is running to answer questions and address
any issues or concerns that may arise.
References
Barnett, S., Yarosz, D., Thomas, J., Jung, K., & Blanco, D. (2007). Two-way and
monolingual English immersion in preschool education: An experimental
comparison. Early Childhood Research Quaterly, 22, 277-293.
Craig, B. A. (1996). Parental attitudes toward bilingualism in a local two-way immersion
program. Bilingual Research Journal, 20(3&4), 383-410.
de Jong, E., & Howard, E. R. (2009). Integration in two-way immersion model:
Equalizing linguistic benefits for all students. International Journal of Bilingual
Education and Bilingualism, 12(1), 81-99.
Genesee, F. (1987). Learning through two languages: studies of immersion and bilingual
education. Cambridge, MA: Newbury House.
Howard, E. R., Christian, D., & Genesee, F. (2004). The development of bilingualism and
biliteracy from grades 3 to 5: A summary of findings from the CAL/CREDE study
of two-way immersion education. CREDE Research Report. Washington, DC
Santa Cruz, CA: Center for Applied Linguistics and Center for Research on
Education, Diversity and Excellence.
Howard, E. R., & Sugarman, J. (2007). Realizing the vision of two-way immersion:
Fostering effective programs and classrooms. Washington, DC: Center for
Applied Lingusitics.
Kemppainen, R., Ferrin, S. E., Ward, C. J., & Hite, J. M. (2004). ‘One should not forget
one’s mother tongue’: Russian-speaking parents’ choice of language of
instruction in Estonia. Bilingual Research Journal, 28(2), 207-229.
Lambert, W., & Tucker, G. (1972). The bilingual education of children: the St. Lambert
experiment. Rowley, MA: Newbury House.
Lao, C. (2004). Parents' attitudes toward Chinese-English bilingual education and
Chinese language use. Bilingual Research Journal, 28(1), 99-121.
Lindholm-Leary, K. J. (2001). Dual language education. Toronto, ON: Multilingual
Matters.
Lindholm-Leary, K. J. (2005). Review of research and best practices on effective features
of dual language education programs.
http://www.cal.org/twi/guidingprinciples.htm (accessed October 1, 2013).
Lindholm-Leary, K. J., & Block, N. (2010). Achievement in predominatly low
SES/Hispanic dual language schools. International Journal of Bilingual
Education and Bilingualism, 13(1), 43-60.
Monzó, L. D. (2005). Latino parents’ ‘choice’ for bilingual education in an urban
California school: Language politics in the aftermath of Proposition 227.
Bilingual Research Journal, 29(2), 365-386.
Parkes, J. (2008). Who Chooses Dual Language Education for Their Children and Why.
International Journal of Bilingual Education and Bilingualism, 11(6), 635-660.
Shannon, S. M., & Milian, M. (2002). Parents choose dual language programs in
Colorado: A survey. Bilingual Research Journal, 26(3), 681-696.
Statistics Canada. (2012). Canada (Code 01) and Canada (Code 01) (table). Census
Profile. Retrieved May 15, 2013, from 2011 Census. Statistics Canada Catalogue
no. 98-316-XWE. Ottawa. Released October 24, 2012
Preliminary report on parental motivation
Page 5 of 5
http://www12.statcan.gc.ca/census-recensement/2011/dppd/
prof/index.cfm?Lang=E
Swain, M. (1981). Lingusitic environment as a factor in the acquisition of target language
skills. In R. Andersen (Ed.), Second Language Acquisition and Use under
Different Circumstances (pp. 104-122). Rowley, MA: Newbury House.
Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language
minority students, long-term academic achievement. Santa Cruz, CA: Center for
Research on Education, Diversity & Excellence.
Whiting, E. F., & Feinauer, E. (2011). Reasons for enrollment at a Spanish–English twoway
immersion charter school among highly motivated parents from a diverse
community. International Journal of Bilingual Education and Bilingualism,
14(6), 631-651.
Wright, R. (1996). A study of the acquisition of verbs of motion by grade 4/5 early
French immersion students. Canadian Modern Language Review, 53(1), 257-280.
Thursday, November 7, 2013
Proposal Dates
The time has come after months of hard work where we have dates to make our presentations to the school boards. Based on our numbers from the community and the receptivity of the school divisions, we have managed to book three presentations.
Thursday, November 14th with Pembina Trails School Division
Tuesday, November 19th with River East School Division
Monday, November, 25th with Winnipeg School Division
Eugenia and I will be doing the 10 minute presentation/question and answer and we invite any community members of the particular divisions to come and be a presence at the meeting. It would communicate to the board that there is community support for a Spanish Bilingual program in the public schools.
We are not sure when we will find out the results of the meeting and the boards' decision on whether they will implement the proposal. We believe that we have a strong chance, but we have to leave it up to the school board to decide. Some school divisions may be weeks to decide, others months.We will communicate with you as soon as we know.
Once the proposal is adopted, the school division would then start promoting the program with location and start date and grades. From there each of you would then need to contact the division and register your child. It is important for us to realize that if registered children do not meet the numbers requirement, the division will not implement the program, even if they approved the proposal.
Thank you for showing your interest and remember that when the time comes to register for the Spanish Bilingual programming in the school division, please consider doing so if it is in the best interest of your family to make this proposal a reality.
Monday, October 21, 2013
Information Meeting - A Success
The information meeting that we held this weekend went very well. In attendance were many families that have just recently found out about the proposal and wanted more information. A representative from Alberta Education who oversees all the Bilingual programming in North America as well as a representative from the Spanish Embassy were in attendance. They had led a one-day seminar for Spanish teachers the day before which went very well.
Also, a professor from the University of Manitoba's linguistics department shared her results of her study on why parents chose Spanish Bilingual for their children. Very interesting. She gave us a list of resources that we are planning to share here for you all. Below is a video that describes the bilingual program in Edmonton. Stay tuned for more information, especially regarding our proposals to the divisions.
Also, a professor from the University of Manitoba's linguistics department shared her results of her study on why parents chose Spanish Bilingual for their children. Very interesting. She gave us a list of resources that we are planning to share here for you all. Below is a video that describes the bilingual program in Edmonton. Stay tuned for more information, especially regarding our proposals to the divisions.
Friday, October 4, 2013
Update
We have more time than we originally thought. A few months ago, we were under the impression that we had to make our proposal at the beginning of September, or the latest by the beginning of October. After a few phone calls to a few divisions, we were informed that the earliest we would be making a proposal is at the end of November and still be considered for the 2014 school year. Some divisions say we can even present early in the year.
Whew!
That means we have more time to collect names, so please let all your contacts know about the proposal. People in the community without school aged children can still sign up as supporters. People who have children already in school can add their name to the list of interested families. People who have tiny little babies can sign up as well.
So continue to help us promote the proposal. Leave us a comment if you'd like us to send you additional information.
Whew!
That means we have more time to collect names, so please let all your contacts know about the proposal. People in the community without school aged children can still sign up as supporters. People who have children already in school can add their name to the list of interested families. People who have tiny little babies can sign up as well.
So continue to help us promote the proposal. Leave us a comment if you'd like us to send you additional information.
Saturday, September 14, 2013
Parents Workshop
We just wanted to communicate to you that we are planning to have a workshop on Spanish Bilingual Programming by Melissa Valdés from the Department of Education in Alberta. She is the Spanish Language Advisor and is resourcing the Spanish Bilingual Program in Alberta. We are flying her in to give a workshop about what is happening in Alberta and how they resource the program, and we can have a Bilingual program here in Manitoba. She is also doing a full day workshop for Spanish teachers the day before.
The parents workshop will be held at the University of St. Boniface, 200 Avenue de la Cathedrale in Winnipeg on Saturday October 19. The time will be 10:00 a.m. Rm 1214.
Please feel free to pass this on to any families that are still wondering about the program, how it works and are needing a place for their answers to be addressed.
The parents workshop will be held at the University of St. Boniface, 200 Avenue de la Cathedrale in Winnipeg on Saturday October 19. The time will be 10:00 a.m. Rm 1214.
Please feel free to pass this on to any families that are still wondering about the program, how it works and are needing a place for their answers to be addressed.
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