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3a. The dual immersion program that Garretson Elementary School adopted supports multiple theories. The theories that are supported by dual immersion program are: Vygotsky Social Theory, Piaget Cognitive Development, Krashen Innatist Theory, and Cummins CALP and BICS theory.
Vygotsky’s Social Theory states that through guidance and coaching would lead students to the next step of development (ZPD). Dual immersion program uses this idea by easing students into learning English by starting instruction using 90% Spanish and 10% English in TK and Kindergarten. The Spanish instruction decreases by 10% and an increase of 10% English instruction as students proceed to the next grade level. For example: in first grade, Spanish instruction will be 80% and English Instruction will be at 20%.
Another theory that is supported by this dual immersion program is Piaget’s theory on cognitive development. The idea that students will gradually acquire, construct, and use the knowledge in Spanish and English as they progress through grade levels aligns with Piaget’s theory on cognitive development.

Dual immersion program also supports Krashen Innatist Theory because the program exposes students to the languages and students will naturally monitor and correct their own acquisition of languages. The acquisition of the languages are supported by interaction with classmates.
Classrooms at Garretson Elementary School employs Cummins theory on implementing CALP and BICS through instructions. Teachers introduce terminology in Spanish using visuals, gestures, clarifications, and repetitions. Teachers encourage students to help each other by translating English and Spanish. Group works are encouraged in order for the students to develop BICS.

3b. The program focuses on all three processes, which are cognitive, cultural, and social.
Socially, English speakers interact with Spanish speakers. Students also interact with teachers. Students experience new social situations by celebrating holidays they don’t normally celebrate at home.

Culturally: In the classroom Spanish texts and materials are used. Hispanic cultures are emphasize through the literatures based on Spanish folktales and stories. Other cultural activities involve using Spanish songs. Both American and Hispanic holidays are celebrated.

Cognitively students should be bilingual and biliterate in Spanish and English. Environmentally students experience two languages in the classroom through instructions and communications.

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Strengths: 1.) all children end up being bilingual and biliterate by the end of the program 2.) prepared high school and college language programs 3.) students also learn about another culture - peer acceptance 4.) Teachers are able to communicate with the parents better because they speak both English and Spanish
Weaknesses: 1.) Children that speak other languages (other than Spanish and English) do not have anything geared towards their language 2.) It seems as if other cultures are ignored in the program 3.) Since it stops at 50/50, it may be hard for children to adjust out in the real world where English is spoken fluently 100% of the time.

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a.) Languages Spoken at the school and Percentages: We were not able to find a specific percentage for each group of students, but the two languages spoken are Spanish and English. Out of the 1,000 students at the school, 300 of them are limited or non-English speakers. The demographics of the school are: 4% Asian, 3% Black, 74% Hispanic, and 19% White.
b.) Percent of free/reduced price lunches: 66% of students at Garretson qualify for free or reduced lunch.
c.) Resources related to language development:
Students- Garretson has a Spanish Dual Language Immersion Program that starts in TK with 90% instruction in Spanish and 10% English then slowly works its way to 50%-50%. They also have an AVID program that encourages students to have educational goals and establish a path to college. The school also has a GATE program for those students who need extra exposure to content with an enriched academic environment.
Parents- The Corona/Norco School District website offers Summer ESL lessons for adult education. They give multiple different real-world situations where English is needed like banking/using ATM's, discussing/describing families, and talking about weather. The lessons are giving English vocabulary in a simple way and are accessible to parents for free online.

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(a) which EL's does it appear to help the most?

This program helps the Spanish speakers the most.
(B) how are EL students native languages included or considered?
If it is a Spanish el student their culture and language is emerged but if it is another student with a different language other than Spanish or English SADIE strategies are used. Such as use of visuals, graphic organizers smart boards, videos, music, cultural dances, and peer translators. Home is translated to English to allow parents to help students with homework.

How are these recognized or respected?
Other cultures other than Spanish and American are not included in the curriculum throughout the year until the end of the year cultural events.

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a.) Bilingual Program Model: Spanish Dual Language Immersion Program - grades TK-6th. Starting with 90/10 and working up to 50/50.
b.) Key Elements: Students start off with 90/10 (Spanish/English) in grades TK & Kindergarten and each year the amount of English instruction increases by 10% and Spanish instruction decreases by 10%. 1'st grade - 80/20, 2'nd - 70/30, 3'rd - 60/40, 4'th, 5'th, & 6'th - 50/50.
c.) Goals: Students will achieve acedemic excellence in Spanish & English, becoming bilingual, biliterate, and bicultural.
d.) Skills Addressed/ Taught: Additive bilingualism, students will gain a new language and maintain their native language, higher academic achievement, promotion of critical and creative thinking, also fulfills the language requirement for highschool and potential universities.
e.) Who Teaches Them: Each grade level has specific and trained dual immersion teachers. TK - 1 (teacher), K - 2, 1'st - 2, 2'nd - 2, 3'rd - 2, 4'th - 2, 5'th - 1, 6'th - 2