Benefits of Immersion Language Schools NECN Report

I am happy to share that Boston’s Channel 5 just ran a story on the growing number of language immersion preschools in MA and shared that story of Pine Village Preschools. Now in their 14th year across 8 centers Pine Village Preschools provides young children with an incredible opportunity to become bilingual and reap the benefits on brain development that have been identified in the research. I was also excited to be the former parent in the interview as I am their biggest supporter!!!. Immersion and dual language programs provide benefits all children and increases cultural responsiveness and creates natural global connections. To learn more about where to go from preschool to elementary immersion/dual language programs visit the Center for Applied Linguistics and for a wonderful example of an elementary school and high school click on the links below.

Center for Applied Linguistics

Hurley K-8 School, Dual Language Spanish/English Program, Boston MA

Margartia Muniz Academy, Dual Language High School, Boston, MA

If you would like to add the awareness of other schools please add those in the comments.


Claudia Rinaldi View All →

Professor Claudia Rinaldi is the Chair of the Education Program at Lasell University. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework in urban settings with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored peer-reviewed publications and a book for educators called Practical Ways to Engage All Struggling Readers. She lead and developed a graduate certificate program in Teaching Bilingual Students with Disabilities for general, ESL and special education teachers geared towards applying research-informed practices to the questions and processes of identifying whether it is a language difference or a learning disability. Claudia developed a college mentoring program called Pathways to Teacher Diversity for districts and teacher education programs to partner in identifying and supporting underrepresented high school students interested in teaching careers to successfully access and persist in college. She serves in various boards including the National Center for Learning Disabilities and serves as an expert for and the National Center for Intensive Interventions.

Professor Claudia Rinaldi believes that it is critical to prepare teacher leaders who may serve as advocates and allies and who will respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability poverty, and marginalization in our country and globally.

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