The Cupertino Courier

Letters

Immersion model is successful, positive

As a parent and an advocate of the English/Mandarin two-way immersion program, I would like to express my reasons as to why I believe the program is an excellent opportunity for all.

Research has shown that the earlier students are introduced to a language and the more they have the opportunity to practice in their daily routines, the better their ability to speak a language fluently. Immersion programs use these opportunities by teaching core curriculum to their students in two languages simultaneously. Results of academic achievement assessments have shown that [the scores of] students participating in immersion programs are equal to or higher than those being taught in monolingual (English only) programs.

With more than 20 years' experience and more than 200 immersion programs implemented nationwide, with languages ranging from Cantonese to French, Mandarin, Navajo, Russian, Spanish and many more, I would like to dispel the misconception that this is about race. It's about education and giving our children the most positive chance to succeed in the classroom!

I encourage anyone interested in finding out more about immersion programs to attend the Cupertino Union School District board meetings.

Kate Apgar
Saratoga

Research, experience indicate success of immersion program

The two-way language immersion proposal before the Cupertino Union School District board is a sound academic option. It is another educational opportunity for parents on a par with the three alternative schools currently in the district. It is backed by research and anecdotal data from numerous locations nationwide, and it continues to garner multicultural support. For one data-point, see the recent article in the March 18 edition of the Palo Alto Weekly on the success of that city's immersion program.

Diversity is not a problem and should not be viewed as such. Through our diversity we celebrate our cultures, value all of our knowledge and life experiences, and ultimately build a community. It is through an opportunity such as the two-way language immersion program that children can acquire deep academic proficiency in two languages, which becomes a valuable resource in adult professional life. Recent letters to the editor indicate to me that Cupertino is in desperate need of programs such as these to help our young people build a future based on respect and collaboration. We need to embrace opportunity now. The promise of a better future depends on us taking action today.

Pearl Cheng
Cupertino

Immersion programs have a documented history of success

I am writing in response to letters that were published on March 4. The views expressed don't represent the residents of Cupertino that I know. Asserting that too much of one language or another is being spoken in our community is to ask that people deny who they are and to restrict their right to freedom of expression. Anyone in this country is free to choose how and where they use their preferred language.

There are many fluent speakers of English who still may be able to better express their thoughts or communicate cultural nuance by using their native language. We as a community should encourage freedom of expression.

As to the proposed language immersion program, I am fully in favor of the school district providing the option to parents and students. I would enroll my child if such an option were available. Two-way language immersion programs have a long and well-documented history of success. Our current school programs provide the immersion in English and do an excellent job of teaching the required subjects, including English. By being immersed in another language as well as English, our children can very quickly be provided with the tools to become productive members of a diverse society.

The world does not end at the boundary of the CUSD or the borders of California or of the United States. Our children are going to be living in a very small world, and fluency in English and another language will be of incredible value to themselves and to our community. This type of program is very different than some other private-sector language education. These other programs are strictly focused on language skills and don't provide the constant immersion in the language. For children in English-speaking homes, the immersion is critical. The timing is also critical. Exposing children to language after elementary school only makes the learning more difficult. Exposure at a young age provides a more complete and long-lasting language skill.

Which language should be chosen for this program? Just as English is the dominant language in the Western world, so is Mandarin in Asia.

The Bay Area in particular is a gateway to commercial and cultural interaction with Asia, so the choice is obvious. Being able to stand with one foot in each of these cultures will give the children of our community a gift they will use for a lifetime. I strongly urge the Cupertino community to voice their support for this program.

Robert Campbell
Cupertino

Community should enter dialogue about CUSD program

I have just read the proposal from parents in the Cupertino School District requesting the establishment of a voluntary English/Mandarin Two-Way Immersion Program. I hope other members of the community will have an opportunity to gain a better understanding of the program so that we can enter into a dialogue about the merits of the program and the concerns that some people have.

Roberta Hollimon
Cupertino

Immersion program will enrich students of all ethnicities

I have read several letters in The Courier criticizing the proposed English/Mandarin immersion program. The points made are similar to arguments for the Unz initiative (Prop 227), which mandates early immersion in English as the best way to learn English.

Please understand that the Cupertino proposal does include immersion in English from the first day. No one is disputing the fact that English is the most important language to learn. In addition, for students who also want to be proficient in a second language, it includes early immersion in both languages. As in learning music or a first language, studies show that a second language is much more easily and proficiently mastered at an early age. Unlike ESL, this is an enrichment program, open to children of all races.

Another issue raised is that learning two languages might compromise English proficiency. Many studies show the opposite effect--that learning a second language promotes understanding of language in general. It also provides an additional repertoire of forms and ideas to use in math, science, and other studies.

The Palo Alto Weekly dated March 18 has an illuminating article on their school district and its English/Spanish immersion program. The success and popularity of the program, which has a design similar to the Cupertino program, encourages me.

Besides English/Mandarin, I also support other two-way immersion programs. I hope that misunderstanding of this proposal does not polarize the community. Arguments here should not be about political issues, rather about providing the best education for the lifetime needs of our students.

Angelia Lim
Cupertino

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