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Frequently Asked Questions

  • Rising Kindergarten students who live within the Cox Mill Attendance Zone will be placed in the Splash program upon receipt of their application prior to the application deadline on April 14th, 2014.  We can accommodate up to 96 total students in the program.  The positions not filled by students in the Cox Mill Attendance Zone will be open to all Cabarrus County Schools kindergarten students.  Parents who live outside the Cox Mill Attendance Zone must provide transportation in order for their child to attend Splash.  Applications from students outside the Cox Mill Attendance Zone will be collected until April 14th.  If we receive more applications than we have space in the program, a lottery system will be used to select Splash participants.

  • These programs group native speakers of English with native speakers of the target language. The mix is approximately 50% of each group and both become bilingual,bi-literate and bi-cultural. Instruction is provided both in English and in the target language on alternate days.  There are a variety of models, and percentages like 90/10 and 50/50 are used to refer to how much of the instruction at different grade levels is conducted in the target language versus how much is given in English. The model we will use at Cox Mill Elementary is a 90/10 model with students receiving instruction in Mandarin 90% of the day, and Reading/ELA instruction will be in English for 10% of the day.

  • Yes. They will go to Phisical Education (PE), Music, Art, Guidance, Digital and Media as often and on the same rotating basis as students in traditional kindergarten classes. 

  • Yes.  All of these services are available to students in the dual language immersion language program and the process for qualifying for these services is the same as it is for students in traditional classes.  These services would be provided in English.

  • No. Research shows that immersion education can be effective for a wide variety of learners, including academically/intellectually gifted students, non-native English speakers,students with many special education needs and socio-economic challenges.

  • Yes.  If a Splash student qualifies for ESL services he/she will receive the appropriate level of service from one of our ESL teachers

  • You’re right. Starting school is a transition, especially for those who have not had pre-school experiences already. Learning to go to school, to understand school procedures and routines, is a transition, but it can happen in any language.The high use of props, puppets, and gestures at this early age benefits language learning. When you watch your five year old responding to her Kindergarten teacher’s instructions and conversing with her classmates in another language you will understand the possibilities.

  • Like any kindergarten child, your child will be tired at the end of the school day. It’s tough work to play hard and stick to all those school rules. It’s even more exhausting when you are processing a new language. So don’t be surprised if your child is tired and cranky after school. If you are worried your child is not enjoying school or thriving in the immersion environment, talk to your teacher and principal. Most kids respond well to joining an immersion program--- they are made to feel secure right from the start and, after a few days,they do not focus on the fact that the teacher is not speaking English. Parents should give it at least 9 weeks, if not a full semester, to see if the child responds better after just getting through the transition of being in school.

  • In kindergarten you will often hear children speaking or responding to teachers in English. However, their teachers will be speaking only in the target language to them, using a lot of gestures and props to convey the messages. Good immersion teachers will encourage new language learners to respond in the target language by giving them the needed vocabulary to mimic. Good immersion teachers will not revert to English, unless safety or emergency necessitates. Good immersion teachers, by the middle of first grade,will insist on NO ENGLISH in the immersion classroom. Students will quickly realize an easy way out if they are able to speak any English (except in emergencies) with their teacher. Don’t be surprised if your child thinks her teacher does not know any English!

  • No. All state mandated assessments, like the EOGs, will be taken in English.

  • The most important thing you can do at home is read to your child in English. Read and ask questions. Reading in any language supports the acquisition of reading skills such as fluency, vocabulary building, comprehension, etc. Your child’s homework should support what he has learned in class. Students should be able to tackle the assignment on their own. Parents will be able to identify what skill is being addressed and support your child’s learning in the skill, even if you can only help in English. Homework should not be a struggle! If it is,please talk with your child’s teacher. The good news: You don’t have to know the language to support your child at home.

  • There is a lot you can do. Be a strong parent advocate. Start an immersion parent group – to support each other, educate each other, share successes and challenges and ideas to make the program outstanding. Recruit for your school. Spread the word. Tell all your friends what you know about the program. Post it on your social media platforms. It will be important for the health of the program to maintain healthy numbers in the immersion classrooms. We should have a healthy wait-list at all times so that any vacancies are immediately filled. Fundraise for a bilingual library. We can never have enough Mandarin books. Host a holiday book drive. Purchase books for the classroom or school library and encourage other parents to do the same.

    Also, check in with your teacher regarding volunteer activities. It is important that volunteers maintain the “no English in the immersion classroom” rule to prevent inconsistent practices and to build the children’s confidence that they can learn to understand in the immersion language. We don’t want adult visitors or volunteers to send the message that speaking English is an option in the immersion classroom. Here are some ideas for volunteers who do not speak the immersion language:

    ●  Select activities and games where a volunteer may be able to help in the classroom using only non-verbal communication.

    ●  Provide tasks that can be completed outside of the classroom, such as materials preparation, bulletin board preparation, newsletter formatting, etc.