MKES as a School of Choice
In the last five years, the demand for employees in the United States who know more than one language has more than doubled, according to a report recently released by the New American Economy.
In 2010, there were roughly 240,000 job postings aimed at bilingual workers. But by 2015, that figure swelled to about 630,000. Demand (is) for both low and high-skilled positions such as financial managers, editors, and industrial engineers.
The Bedford Central School District Board of Education took action on December 12, 2018, approving Policy #7150 - DLBE School of Choice at MKES, establishing a Dual Language Bilingual Education (DLBE) School of Choice at the Mount Kisco Elementary School (MKES) effective beginning the 2019-2020 school year.
Bedford Central students in grades one through five whose home school is MKES will continue to attend MKES should their families choose to participate in DLBE. MKES students whose parents choose not to enroll them in DLBE will be provided a traditional classroom setting, either at MKES or another BCSD elementary school depending on the number of students per grade level. Families in other elementary attendance areas in Bedford Central may elect for their children to participate in this academically and culturally enriching program.
While the majority of students will enter the DLBE program in grade one, there are some students for whom it may be appropriate and beneficial to enter the program at a higher grade level, for example, students whose home language is Spanish, bilingual students, or students who may have had prior academic instruction in Spanish.
There will be many and varied opportunities for families to learn more about and experience the DLBE program to determine if they wish for their children to participate or apply. See this link for a list of family information sessions. The District has also published a Question and Answer Document regarding the DLBE School of Choice.
Parents will be asked to make a decision about their child’s participation or application for the DLBE School of Choice by February 15, 2019. Below is a button with a link to a detailed timeline for implementation of the DLBE School of Choice at MKES.
Your principal/the District will communicate reminders regarding opportunities to learn about the DLBE School of Choice at MKES and the timeline for parent/guardian decision making and District notifications.
"In the last 20 years or so, there's been a virtual explosion of research on bilingualism," says Judith Kroll, a professor at the University of California, Riverside.
Again and again, researchers have found, "bilingualism is an experience that shapes our brain for a lifetime," in the words of Gigi Luk, an associate professor at Harvard's Graduate School of Education. (NPREd, 2016)
Questions regarding the DLBE School of Choice at MKES may be directed to:
Mrs. Inas Morsi-Hogans, Principal, Mount Kisco Elementary School
- Email: firstname.lastname@example.org
- Phone (914) 666-2677
Ms. Adrienne Viscardi, Director of English to Speakers of Other Languages (ESOL) Programs
- Email: email@example.com
- Phone: (914) 241-6080
Researchers Find Many Benefits of Bilingual Education
Multilingualism has been shown to have many social, psychological and lifestyle advantages. Research in the last decade by neurologists, psychologists and linguists, using the latest brain-imaging tools, is revealing a swathe of cognitive benefits for bilinguals. It’s all to do with how our ever-flexible minds learn to multitask. (BBC, 2016)
People who speak two languages often outperform monolinguals on general measures of executive function. "[Bilinguals] can pay focused attention without being distracted and also improve in the ability to switch from one task to another." (NPREd, 2016)
About 10 percent of students in the Portland, Ore., public schools are assigned by lottery to dual-language classrooms that offer instruction in Spanish, Japanese or Mandarin, alongside English.
Jennifer Steele at American University conducted a four-year, randomized trial and found that these dual-language students outperformed their peers in English-reading skills by a full school year's worth of learning by the end of middle school.
Such a large effect in a study this size is unusual, and Steele is currently conducting a flurry of follow-up studies to tease out the causality: Is this about a special program that attracted families who were more engaged? Or about the dual-language instruction itself? ...
Steele suspects the latter. Because the effects are found in reading, not in math or science where there were few differences, she suggests that learning two languages makes students more aware of how language works in general, aka "metalinguistic awareness." (NPREd, 2016)