my DC went through the FAL program during the pandemic with no prior experience and zero at-home support, graduated from it within one school year - great experience, highly recommend

DP. Posts earlier in the thread referenced a disjointed social experience, but it doesn't seem like an issue now.

I don’t understand. How could semi-private tutoring to help kids catch up with a new language, during school hours, included in tuition, possibly be an issue?? Seems like a huge win to me!

DP.
Our DC had a couple of classmates join WIS at later elementary (3rd/4th) and do SAL/FAL. Those classmates caught up with the grade level fairly quickly.
There was no perceived social difference. They were all together in English days, played together as recess, had lunch, and did the specials (art, STEAM, music) all together.
I have never heard about any social impact on anyone else either. Just some more specialized language support with their peer group (which helps the newer kids bond among themselves BTW) until they’re ready.

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

At least for my kids, it tended to happen when the rest of the class was busy working in a small group format in the first place, so I doubt the rest of the class even noticed. I never heard any complaints about it, my kids loved that they were receiving such great individualized instruction.