Bilingual Education
English & Spanish
At City Country School we provide instruction in English and Spanish.
No one can doubt the importance of speaking more than one language in today’s globalized world. English, which serves as the lingua franca of the world, has a particular relevance. As an American School, English is also an important element to our identity as a school. For these reasons, we believe that English is a fundamental part of our school’s culture and community.
We have a linguistically diverse student body. Some students speak one language at home, while others speak two or more. Some speak only Spanish, while others speak only English. At our school, we help students to learn in both languages. All teaching staff at City Country School are native English or Spanish speakers .
Children in the Early Childhood program learn in a predominantly English-speaking environment, with a native English-speaking Montessori lead guide, and a native Spanish-speaking assistant. The Elementary Program is bilingual, alternating between a fully prepared Spanish language Montessori environment with a Spanish lead guide, and a fully prepared English language Montessori environment with a native English-speaking Montessori guide. The Adolescent Program is an immersion English program in which all academic subjects, except Spanish Language, Literature and Culture, are taught in English by native speakers.
Research shows that developing two languages during the school years has a positive effect on intellectual growth and cognitive development, gives children a better understanding of their native language, develops positive cultural identity and understanding of other cultures, gives the child a head start in language requirements for high school and college, increases job opportunities in many careers where knowing another language is a real asset, develops a lifelong ability to approach problem-solving from multiple perspectives.
Our Approach
Our approach to language learning mirrors our approach to all learning.
First, the process by which a second language is studied affects the results. Children must first become aware of a second language: begin to notice it, take in its sound. Once they become aware of it, they begin to absorb it and to form the oral base of the language upon which later language learning is built.
Before children can truly learn in a second language, they must first learn to “enjoy” in a second language. If the second language is imposed on a child in a way that makes him or her feel pressured or insecure, the natural process of language learning could be hampered for the rest of the child’s life.
Learning more than one language actually aids in the development of higher-order cognitive skills. This new orientation raised the status of the “second” language in bilingual schools, showing its equal value and importance to the curriculum as the “first” language.
In the case of our school, we seek to support English-speakers, Spanish speakers and bilingual children in the learning process. Parents would like their children to be competent in their native language, as well as in a second language. In order to achieve this goal and boost cognitive development, we propose a bilingual approach to language learning called dual language immersion.
Our Primary Aims
Our primary aims are bilingualism, biliteracy and cross-cultural competence.
We provide: “scaffolding” or sheltered instruction strategies in both languages; ability grouping for targeted purposes, with frequent reassessment based on strengths and weaknesses in different skills; separation of languages, where the adult will only speak one language at a time without translating, while allowing students to use native language resources such as peers and bilingual dictionaries; plenty of time for student interaction (such as through the use of cooperative learning), allowing students to practice their new language skills with their peers; and varied contexts in which to practice language skills.
One benefit of dual-language programs is that the school includes both adults and students who are native speakers of each language and serve as models for the language. In addition, students get to know others from a different cultural background, which increases cross-cultural competence and reduces the likelihood of negative stereotypes and prejudices. Because both languages are respected and valued equally, we could classify dual language programs as having an “intercultural orientation,” as opposed to the “assimilationist orientation” of monolingual immersion programs.