Expectations for the School

The World Language and Language Immersion program provides an environment that offers students an opportunity to gain a global perspective and an appreciation for the history, language, and culture of other nations. With the mission to develop a biliterate and bilingual student, the language immersion elementary school and world language secondary school will implement an intensive curriculum in the target language that addresses the goals and objectives of the North Carolina Standard Course of Study for each grade level. This means that in K-5 or K-8, content area subjects will often be taught in the student's chosen target language. In high school, there is an emphasis on course selection of language courses to lead to the successful completion of at least AP/IB Diploma level courses in the student's chosen target language. Other magnet approved courses or additional courses in a second world language may be used to complement these in order to satisfy continuation requirements. The school will also provide exposure to special magnet theme-related activities and encourage collaboration between the school and international communities.

Expectations for the Teacher

Highly-qualified bilingual teachers, often native speakers, will participate in additional training in second language acquisition and implement research-based strategies in the immersion/world language classroom. Immersion/world language teachers will use a variety of instructional techniques to communicate new concepts and actively engage students in the chosen target language. The teacher will make an effort to establish real life connections for the students between the language, culture, and community.

Expectations for the Student/Family

World Language and Language Immersion students in grades K-12 are expected to demonstrate conscientious academic effort by regularly completing assignments and by participating constructively in lessons and activities. The program requires an aptitude for language learning; therefore, students should demonstrate competency in their native language as a precondition for acquiring a second language. Students should be committed to completing class work and homework in the target language. Families should be supportive of the goals of biliteracy and bilingualism by regularly attending school activities and by monitoring the development of their child’s fluency skills in English and in the chosen target language.

Designated World Language Entrance Requirements

Elementary students seeking entry into the Language Immersion magnet after Kindergarten (Chinese, Japanese, French, German, and Spanish) must schedule a late entry immersion assessment with the school to determine if the student meets grade level target language proficiency. Additionally, students must apply through the reassignment/transfer process.

Students entering in grades 11 and 12 must apply through the reassignment/transfer process. Additionally, students must have a transcript analysis completed by the prospective school.

Requirements for Magnet Program Continuation

--Students in grades 6-8 must be enrolled in and pass their target world language course to continue in the program.

--Students in grades 9, 10, and 12 must be enrolled in and pass two (2) consecutive world language magnet courses each year. Students in grades 11 must be enrolled in and pass one (1) world language magnet course.