Language immersion is the most effective method for developing second-language ability with young learners in a school environment.
The process of “immersing”students in another language for classroom learning allows students to naturally learn the target language. Teachers for immersion classrooms are either native speakers of the target language, or demonstrate near-native proficiency. Since students begin the process at an early age (5 or 6), their brains are primed, physiologically,for language learning. Students learn the second language proficiently and with a near-native accent.
At EIS, students participate in either French or Spanish immersion. They begin the process with a full-day kindergarten program that exposes students to all of the required kindergarten learning objectives in a foreign language, called the “target language”. With the exception of one 45-minute daily period for PE, art or music, all instruction is presented entirely in the target language (Spanish or French).This full immersion approach continues until the mid-point of second grade, at which time English reading/language arts is introduced into the curriculum for about an hour each day. The English portion of the curriculum is gradually increased in third grade, and reaches a 50/50 balance in grade five. During that last year, some students are selected to participate in the exchange program with schools in Spain, Costa Rica and France.
- KINDERGARTEN TOURS for 2018- 2019 School Year
- Prospective Parents
- Benefits of Immersion Education
- Immersion Resources for Parents
Parents interested in the Magnet School application process for their child to possibly attend Kindergarten for the 2019-2020 school year, should schedule to attend a Kinder Tour. Parents, you should attend tours at each of the schools of interest to determine the best choice for your child.
Soon we will post the dates for this years Kinder Tours. If you have any questions, you can call 918-746-9100. Tours are for adults only. Parents are required to attend a tour of the site to which they are applying. Applicants may only apply for one magnet program. Applications will not be accepted without signed tour verification form. Sibling preference is given for in-district qualified applicants. Child must meet the age requirement - must be five years old by September 1, 2019.
Applications and district enrollment paperwork will be available online or at the TPS Enrollment center.
Documents needed for enrollment:
- tour verification letter
- Proof of residence
- child's birth certificate
- Child's immunizations
- parent photo ID
Language Immersion - Opening Minds to a World of Possibilities
- Develops language capacity of the brain
- Exposes students to international cultures and ideas
- Develops stronger creative thinking and problem-solving ability
- Develops excellent listening skills
- Increases capacity for future language learning
- Increases employment potential
Eisenhower International School (EIS) is a Tulsa Public School, located at 3111 East 56th Street, near Harvard, west of Grimes Elementary. Students at EIS participate in second language immersion programs. When they begin kindergarten, EIS students are enrolled in either the French or Spanish immersion program.
In second language immersion programs, all instruction in the early learning years is delivered in French or Spanish. By using this method, students learn what all other elementary students learn. In addition, they are also learning a second language.
Children are best able to learn a second language when they are young. That’s the time when the human brain is ready to learn language, and whatever language the brain hears, it can learn!
Eisenhower serves elementary students from throughout the Tulsa Public School district in grades kindergarten through fifth grade.
- Linguistic, Academic, and Cognitive Benefits of French Immersion
- Foreign language study in elementary schools
- Bilingualism, aging, and cognitive control: Evidence from the simon task
- Episodic and semantic memory in bilingual and monolingual children
- Consequences of bilingualism for cognitive development
Lazaruk, W. (2007) Linguistic, Academic, and Cognitive Benefits of French Immersion. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 63(5), 605–628.
A survey of research on French as a second language (FSL) education in Canada suggests that French immersion (FI) students enjoy significant linguistic, academic, and cognitive benefits. We organize our summary of the advantages of FI around these three themes, comparing students’ proficiency in French and English across various FI programs, and assessing their overall academic achievement. Our review shows that FI programs enable students to develop high levels of proficiency in both French and English, at no cost to their academic success. Cognitive research associates bilingualism with heightened mental flexibility and creative thinking skills, enhanced metalinguistic awareness, and greater communicative sensitivity. Because cognitive benefits are contingent on a bilingual learner’s proficiency in both languages, it may be that FI programs, which promote heightened proficiency in both French and English, foster in their students an underlying cognitive advantage.
Stewart, J. H. (2005).* Foreign language study in elementary schools:
Benefits and implications for achievement in reading and math. Early Childhood Education Journal, 33(1), 11-16. from PsycINFO database.
Educators and policy makers in many countries have been expressing concern about how to improve students' achievement in reading and math. This article explores and proposes a solution: introduce or increase foreign language study in the elementary schools. Research has shown that foreign language study in the early elementary years improves cognitive abilities, positively influences achievement in other disciplines, and results in higher achievement test scores in reading and math. Successful foreign language programs for elementary schools include immersion, FLES, and FLEX programs. (PsycINFO Database Record (c) 2006 APA, all rights reserved) (journal abstract)
Bialystok, E., Craik, F. I. M., Klein, R., & Viswanathan, M. (2004).
*Bilingualism, aging, and cognitive control: Evidence from the simon task. Psychology and Aging, 19(2), 290-303. from PsycINFO database.
Previous work has shown that bilingualism is associated with more effective controlled processing in children; the assumption is that the constant management of 2 competing languages enhances executive functions (E. Bialystok, 2001). The present research attempted to determine whether this bilingual advantage persists for adults and whether bilingualism attenuates the negative effects of aging on cognitive control in older adults. Three studies are reported that compared the performance of monolingual and bilingual middle-aged and older adults on the Simon task. Bilingualism was associated with smaller Simon effect costs for both age groups; bilingual participants also responded more rapidly to conditions that placed greater demands on working memory. In all cases the bilingual advantage was greater for older participants. It appears, therefore, that controlled processing is carried out more effectively by bilinguals and that bilingualism helps to offset age-related losses in certain executive processes.
Kormi-Nouri, R., Moniri, S., & Nilsson, L. (2003).* Episodic and semantic memory in bilingual and monolingual children. Scandinavian Journal of Psychology, 44(1), 47-54. from PsycINFO database.
Although bilinguality has been reported to confer advantages upon children with respect to various cognitive abilities, much less is known about the relation between memory and bilinguality. In this study, 60 (30 girls and 30 boys) bilingual and 60 (30 girls and 30 boys) monolingual children in three age groups (ages 7.9-9.4, 9.7-11.4 and 11.7-13.3 yrs) were compared on episodic memory and semantic memory tasks. Episodic memory was assessed using subject-performed tasks (with real or imaginary objects) and verbal tasks, with retrieval by both free recall and cued recall. Semantic memory was assessed by word fluency tests. Positive effects of bilingualism were found on both episodic memory and semantic memory at all age levels. These findings suggest that bilingual children integrate and/or organize the information of two languages and so bilingualism creates advantages in terms of cognitive abilities (including memory).
Bialystok, E. (. (2005). Consequences of bilingualism for cognitive development. * New York, NY, US: Oxford University Press.
(From the chapter) Research addressing the possible cognitive consequences of bilingualism for children's development has found mixed results when seeking effects in domains such as language ability and intelligence. The approach in the research reported in this chapter is to investigate the effect that bilingualism might have on specific cognitive processes rather than domains of skill development. Three cognitive domains are examined: concepts of quantity, task switching and concept formation, and theory of mind. The common finding in these disparate domains is that bilingual children are more advanced than monolinguals in solving problems requiring the inhibition of misleading information. The conclusion is that bilingualism accelerates the development of a general cognitive function concerned with attention and inhibition, and that facilitating effects of bilingualism are found on tasks and processes in which this function is most required. (PsycINFO Database Record (c) 2006 APA, all rights reserved)
Welcome to Concordia Language Villages
Language without limits: creating a world where everyone understands.
Concordia Language Villages is the premiere language and cultural immersion program in the United States.
It is through exposure to language and culture that we believe we can best serve our mission: to prepare young people for responsible citizenship in our global community.
Since 1961 we organize Youth Summer Camp (ages 7-18) and Family Summer Weeks.
Click here for French
Click here for Spanish