Spanish Immersion Programs
Philosophy
Children learn to communicate if the language is presented in a natural and meaningful way
Children are able to internalize language more effectively when it is organized into themes or topics of interest and not in the form of isolated vocabulary, grammar lessons or exercises that are not related to their favorite topics. In this way it creates an atmosphere of acceptance and relaxation that greatly promotes the emotional development conducive to the child. Research has shown that children begin to naturally develop their language skills during very early stages of life. In a Spanish Immersion setting, language becomes meaninful to students using VISUALS, MULTIMEDIA, BODY LANGUAGE, and GESTURES – anything that conveys meaning. The new language then becomes meaningful, functional, age-appropriate, and related to students' interests.
Children can more effectively learn to communicate if the language is functional
Language is made understandable to children through body movements, facial expressions, visual images, practical materials, educational toys and many other resources. In our programs, we incorporate a wide variety of teaching materials and a wide variety of techniques, making the language presented simple, clear and easy to understand. Throughout our sessions, language functions as a vehicle for communication in the classroom, not simply something mechanical, that is, emphasis is given to the functional aspect of language. Children are interested in learning to communicate to perform a specific communication function, such as asking for help, expressing needs and desires, asking questions, interacting, persuading, expressing feelings, but above all, having a good time, playing and having fun. The teacher's task is to establish a wide variety of situations that can promote this type of real and meaningful communication among the children.
Children learn to communicate better in a rich mulisensory environment
The value of stimulating the senses within an early learning context is not a new idea. For some time now, research in the field of Educational Psychology has told us that all children learn better when they use several or all of their senses at the same time. This is often referred to as direct experiential learning, or sensory learning. It has also been researched and shown that children can have multiple intelligences and different learning styles: some children learn better by seeing, others learn by hearing, and others learn by doing, among others. By providing a multi-sensory activity that different children can use to their advantage, we are able to reach their different sensitivities and learning abilities. This environment conducive to multisensory learning is what makes our program so successful.
Children excell in their language development when provided with hands-on activities
There is consistent evidence that children need to be engaged to fully appreciate and learn what they are taught; It is extremely difficult for them to learn new information if children are expected to learn passively, that is, if they are not “connecting” and finding purpose and meaning in what is being done or shown. There is also clear research and statistics on how children engage best. Children learn best by doing! and they also learn better by playing. This is why early childhood experiences that get the child involved in the total process of each activity will produce the best results. It is important to note that only live learning increases language development; This is the reason, for example, why watching television stimulates very little learning
Children can learn more easily if the new language is connected to their prior knowledge
Children learn and remember new information better when it is linked to prior or relevant knowledge. This means that they learn more effectively when they already know some of the language to be practiced and when it means something interesting to them. When we link new information to a child's prior knowledge in our program, we activate their interest and curiosity, and infuse the learning process with a sense of purpose, taking advantage of students' familiarity with a topic and allowing them to connect the content with their own experience. .
You might think that complete beginners do not possess any prior knowledge, but they do, and once the teacher becomes more experienced, it becomes increasingly easier to link the new knowledge to what the children already know, even if the prior knowledge of children are as basic as colors or simple shapes.