Yu Ying. What's better- one way or two way immersion

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:YY will eventually find a way to the best practice of two way immersion just like it sorted out that pk and k should be full immersion. It takes time though to get the school community on board with programs that are so new, not to mention the work that must follow with the city government and the have/have not policy gardians.

K is not full immersion only preK is. When they add preK 3, THAT will be only in Mandarin so kids can get 2 full yrs of Mandarin before k.

Does anyone know when they hope to be adding the PK3 YO program?

I seriously doubt that YY will add a PK3 program. Historically, schools that start at PK3 see far more low income applicants than schools that start at PK4. YY makes it pretty clear through their policies that they want to avoid that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:YY will eventually find a way to the best practice of two way immersion just like it sorted out that pk and k should be full immersion. It takes time though to get the school community on board with programs that are so new, not to mention the work that must follow with the city government and the have/have not policy gardians.

K is not full immersion only preK is. When they add preK 3, THAT will be only in Mandarin so kids can get 2 full yrs of Mandarin before k.

Does anyone know when they hope to be adding the PK3 YO program?

I seriously doubt that YY will add a PK3 program. Historically, schools that start at PK3 see far more low income applicants than schools that start at PK4. YY makes it pretty clear through their policies that they want to avoid that.

YY adding Prek3 in 2014 is mentioned in the proposal for DCI.

[Anonymous]

Backfilling the upper grades with children who have the required level sounds very reasonable to me. I agree with the PP that finding objective testing may be a challenge (though a surmountable one).

[Anonymous]

As mentioned, she is not an administrator. She is a program coordinator which is the equivalent of middle management with all of the grunt work, no decision making capability and a general lack of respect from those underneath.

[Anonymous]

There is a child in my DC's PreK class who speaks a dialect other than Mandarin. Child does not speak English. Seems to be doing fine.

[Anonymous]

Anonymous wrote:There is a child in my DC's PreK class who speaks a dialect other than Mandarin. Child does not speak English. Seems to be doing fine.

That's interesting. Don't know any Asian immigrant parents who did not make learning English a priority.

[Anonymous]

10:47 here. Well, child is Chinese, so perhaps the parents figured this was a great opportunity to learn Mandarin, plus English starting next year? Point is that child is doing fine, despite the concerns of the upthread poster about dialect transition support.

[Anonymous]

Anonymous wrote:10:47 here. Well, child is Chinese, so perhaps the parents figured this was a great opportunity to learn Mandarin, plus English starting next year? Point is that child is doing fine, despite the concerns of the upthread poster about dialect transition support.

Wouldn't think learning Mandarin would be a problem at all with or without dialect transition support since most of the kids know only English and have no problems with preK being 100% Mandarin. Only surprised that Asian immigrant parents would choose a preK that's 100% Mandarin. Asians tend to emphasize learning English since you cannot get into Harvard without doing well on the SATs which is in English. And yes, I'm Asian with Asian immigrant parents.