Chapter+5&+6


 * Chapter 5**

While looking at a topic to discuss in this chapter I decided to choose the Home Language Survey since I have had some experience with it. While reading, I found it interesting that some parents would choose to fill out the form incorrectly so their child would not receive an equitable education or because they felt the information would be used against them because of concerns over citizenship. I have given the form to parents as they have come in to have their child tested for our preschool. Some of these parents have been English-speaking and others have not. I have heard a few negative comments from the English-speaking parents as they have filled out the form. I have had to try to explain the form to our non-English speaking parents, especially those that have just walked in for testing and we have been unaware of the need for a translator. In both cases it has been difficult to assist these parents with their questions and/or comments. I also found it interesting that the consistency of Home Language Surveys differs not only from state to state but often from district to district. It seems to me that there needs to be more consistency on the form and all parents need to be educated on the need for the form.

Our school district started a **dual-immersion program** in Spanish this last year. In this type of program every student in the class is immersed in learning to speak two languages simultaneously. Another Elementary school is beginning a Chinese program this year. Carrillo-Syrja commented that this type of program is one of the most effective ELL options (p. 28).