Any issues being pulled out of the classroom, or separated from the rest of the class?

I've had 3 children complete the SAL program: 1 in first grade, 2 in kindergarten (we waited until each child was reading in English before moving them from traditional preschool to WIS. All 3 adored the SAL teacher, enjoyed the SAL experience, were judged ready for full integration within the course of 1 school year, and emerged at the top of their classes when it was done. SAL/FAL is basically one-on-one (or two-on-one, depending on the year!) private language instruction for your child, I can't imagine there's much to dislike about it! The kids in it are with their regular classes most of the time, but for a few hours a week with the SAL/FAL teacher. We are two non-Spanish speaking parents, although we do have a Spanish-speaking nanny who has provided some very minimal homework support since my children have completed the SAL program.

DC admitted to WIS. Any recent takes on the FAL program? We’d appreciate any take on social integration, internal perceptions, support quality, etc that members may have. Thank you!

Anonymous wrote:OP, something else to consider is the very small class size in the SAL/FAL program in the context of all of the social development aspects of later elementary school.

In other words, is French or Spanish language acquisition in 2nd grade soooooo important to you as a parent that you are willing to have your kid relegated socially to a class of maybe 5-7 kids for 1-2 years ?

Maybe also ask of actual WIS parents who's kids are in the mainstream program how these SAL/FAL students are perceived/ treated at Primary ?

The kids in SAL/FAL are not socially isolated.

The class overall isn’t that small. WIS has over 900 kids enrolled from the early years to high school.

Anonymous wrote:OP, something else to consider is the very small class size in the SAL/FAL program in the context of all of the social development aspects of later elementary school.

In other words, is French or Spanish language acquisition in 2nd grade soooooo important to you as a parent that you are willing to have your kid relegated socially to a class of maybe 5-7 kids for 1-2 years ?

Maybe also ask of actual WIS parents who's kids are in the mainstream program how these SAL/FAL students are perceived/ treated at Primary ?

I think the parent above shared that aside from the SAL/FAL part, the whole big class does everything else together. So I don't think that these small groups of children are isolated in anyway.

OP, something else to consider is the very small class size in the SAL/FAL program in the context of all of the social development aspects of later elementary school.

In other words, is French or Spanish language acquisition in 2nd grade soooooo important to you as a parent that you are willing to have your kid relegated socially to a class of maybe 5-7 kids for 1-2 years ?

Maybe also ask of actual WIS parents who's kids are in the mainstream program how these SAL/FAL students are perceived/ treated at Primary ?

Was there support at home the entire two years? What kind of support?

Anonymous wrote:Yes, then they merge, but can still receive some support/ check ins to be sure all is well. While in SAL/FAL they still spend time with the main class on target language days so that keeps them integrated into the class routine. Then on English days they do everything with whole class (just in case not obvious).

Thank you so much. This is tremendously helpful!

Yes, then they merge, but can still receive some support/ check ins to be sure all is well. While in SAL/FAL they still spend time with the main class on target language days so that keeps them integrated into the class routine. Then on English days they do everything with whole class (just in case not obvious).

Anonymous wrote:

Anonymous wrote:The last few years have made if a but hard to tell. Foreign language immersion was tough during the pandemic. WIS was virtual through Oct 2020, then hybrid through spring 2021. By 2022 nearly students had nearly 1.5 years of foreign language learning interrupted, and students in the FAL / SAL program probably felt it worst of all

Pre-pandemic I believe most students did achieve some level of fluency, though not all the way through native, academic fluency

Our child was in SAL pre-pandemic and it worked really well. We could offer some exposure outside of school, but child became at level with peers within two years. I think the issue during pandemic might have been how much exposure you could provide at home, i.e. if there is a nanny/babysitter/au pair that can help with conversational skills in the target language. But overall this program is done very well in my opinion.

Thank you! This is so helpful! May I ask once the Dc reached the same level as the kids in the dual language program, will they graduate from SAL/FAL and merge into the dual language program? Or they stay in SAL/FAL? Thanks!!

Anonymous wrote:The last few years have made if a but hard to tell. Foreign language immersion was tough during the pandemic. WIS was virtual through Oct 2020, then hybrid through spring 2021. By 2022 nearly students had nearly 1.5 years of foreign language learning interrupted, and students in the FAL / SAL program probably felt it worst of all

Pre-pandemic I believe most students did achieve some level of fluency, though not all the way through native, academic fluency

Our child was in SAL pre-pandemic and it worked really well. We could offer some exposure outside of school, but child became at level with peers within two years. I think the issue during pandemic might have been how much exposure you could provide at home, i.e. if there is a nanny/babysitter/au pair that can help with conversational skills in the target language. But overall this program is done very well in my opinion.

Anonymous wrote:The last few years have made if a but hard to tell. Foreign language immersion was tough during the pandemic. WIS was virtual through Oct 2020, then hybrid through spring 2021. By 2022 nearly students had nearly 1.5 years of foreign language learning interrupted, and students in the FAL / SAL program probably felt it worst of all

Pre-pandemic I believe most students did achieve some level of fluency, though not all the way through native, academic fluency

Thank you for sharing your experience. How long does it take often for a SAL/FAL student transition into full immersion? I know it depends, but maybe there is a range of years? Thank you so much. How many students are in the SAL program in each grade?

The last few years have made if a but hard to tell. Foreign language immersion was tough during the pandemic. WIS was virtual through Oct 2020, then hybrid through spring 2021. By 2022 nearly students had nearly 1.5 years of foreign language learning interrupted, and students in the FAL / SAL program probably felt it worst of all

Pre-pandemic I believe most students did achieve some level of fluency, though not all the way through native, academic fluency

Anyone familiar with the SAL and FAL program at WIS’ primary school? Just wondering if students in this program will all end up in the dual language program and how long it usually takes for the transition to happen? Thank you!