The current research on this topic shows that this is not the case. In their article, “So You Want Your Child to Learn French”, Weber and Tardif say that “During the first days of school, we carefully observed both the regular and immersion students with some of parents’ most often voiced concerns in mind. However, contrary to our expectations, the second-language element did not really seem to be a major source of frustration or difficulty for the children. The video recordings and interviews clearly show that the children were able to construct much meaning from the immersion situation even at the beginning of the year. Many of the children for example, offered the following explanations of how they came to understand the teacher’s French: ‘I just listen very hard and my brain figures it out,’ ‘I think of a word in English it sounds like,’ and ‘I ask the teacher.’” (pp. 55-60)

In most cases, learning a second language actually enhances a child’s ability with their first language. Children can learn much about English by learning the structure of other languages. Common vocabulary also helps children learn the meaning of new words in English.
Experimental studies have shown that no long-term delay in native English language development occurs between children participating in second language immersion classes and those schooled exclusively in English. It should be noted that full immersion students’ English development may lag temporarily in reading, word knowledge, and spelling while instruction is occurring exclusively in the immersion language. However, after a year or two of instruction in English language arts, this discrepancy disappears (Genesee, 1987).
It is important for parents to understand that this lag is temporary and to be expected. It is assumed that immersion students will have consistent exposure to and support for English at home and in the community. Parents need to provide their children with experiences that will enhance their English language and literacy development. For example, parents should read to their children every day in English and involve them in games and activities that compliment their classroom learning. Research shows that the stronger the development of the native language, the greater the proficiency in the immersion language, so children who enter an immersion program with a strong base in English will succeed more easily than those whose English skills are not as strong.

Research findings on the effectiveness of immersion education hold true for a wide range of students, including those from diverse socioeconomic and ethnic backgrounds (Genesee, 1992).
These programs are not intended exclusively for middle and upper class Anglo families. In fact, some recent research indicates that immersion may be an effective program model for children who speak a language other than English or the immersion language at home (deCourcy, Warren, & Burston, 2002).
It is hypothesized that these learners may benefit from a leveling-of-the-playing-field effect that occurs when all of the students in the class are functioning in a second language. Students who are not native speakers of English are able to be on par withtheir native-English-speaking peers and enjoy the same kinds of success with learning. There are, however, many unanswered questions concerning the suitability of language immersion for children with language-based learning disabilities. Research on this topic is scarce.
Some researchers and immersion practitioners argue that children whose first language acquisition is seriously delayed or who struggle with auditory discrimination skills may be overtaxed in a language immersion program (see review in Genesee, 1992).
Previously identified language-processing challenges should be considered prior to enrolling a child in an immersion program. Still, many children with mild learning disabilities can and do succeed in immersion programs and develop proficiency in a second language with knowledgeable teachers and supportive families. Parents and educators do not need to assume that learning in two languages will overtax these children. In fact, many instructional techniques used in immersion are similar to the techniques recommended for struggling learners.

Young Peoples Workshops

YPW (Young People’s Workshops) is a dynamic learning community where children experience meaningful, “intelligent fun” through bilingual education and enrichment. We offer the following programs:

a. Spanish Immersion School for infants through 5th grade
b. Spanish Afterschool Program
c. Spanish Workshops in Art, Science & Technology, Cooking, Music & Movement
d. Spanish Day Camp (full- and half-day options)
e. Spanish Tutoring and Classes