FAQs

Q?Is there a chance that my child will feel insecure or frustrated in the immersion environment?

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)

Q?Will a Second Language Interfere With My Child’s English Ability?

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.

Q?Is immersion an appropriate choice for all children?

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.

Q?What does YPW stand for?

Young Peoples Workshops

Q?What is Young Peoples Workshops?

Young Peoples Workshops (YPW) is an exciting place for Young People to experience “intelligent fun”. We offer the following services:

a. Spanish Immersion School for infants to kindergarten and after school age children

b. Spanish Workshops

c. Spanish Day Camp. Full and 1/2 day programs.

d. Spanish Tutoring

YPW Spanish Immersion School

Q?At what age can my child start YPW Spanish Immersion School?

YPW accepts children from 6 weeks old through 10 years old.

Q?What is your enrollment process?

YPW has ongoing and open enrollment; we enroll all throughout the year.
However, students are primarily enrolled end of August at the beginning of the new school year. Some of our students enroll in June for the summer sessions and continue into the fall. Parents can select two, three, or five full day sessions.

The steps to enroll are as follows:

Visit the school to learn about our curriculum, nurturing environment and teachers.
Submit the “Enrollment Agreement” form along with the annual registration fee, material fee and deposit.
Before first day of school submit following paperwork: (Please note there may be more paper work required. Check with the office for currently required documents)
1. Admission form
2. Health form
3. Immunization records
4. Dr. note

Q?May a child enroll just for the summer program?

Yes, YPW does offer a summer program from the first of June through the third week in August. Kindergarten bound children are eligible to enroll in the summer program. Please note that YPW dedicates the fourth week of August to staff training and building maintenance.

Q?Do you offer tours of the school?

Tours are available at all locations. The visit includes a 15-minute walk through the facility and a question and answer period. Family information must be entered in our Visitor Information form to schedule a tour: /about/scheduling-a-visit-to-our-school/

Q?What advantages do children who learn a foreign language have?

“Children who have been exposed to a foreign language early often learn the read faster and with greater ease because they are able to recognize the relationship between letters and their sounds without the help of visual objects. Exposure to a second language clearly benefits children’s reading abilities.”

American Psychological Association May 1997

“Children who learn a second language typically have better problem solving abilities, better reasoning skills, and are more creative.”

Eric Clearinghouse on Languages & Linguistics

“Children with bilingual skills outperform similar monolingual children on both verbal and non-verbal tests of intelligence and typically, have higher SAT or standardized test scores. “

Department of Education, USA & ERIC Clearinghouse on Languages & Linguistics

Exposing children to a second language not only gives them the ability to communicate with more people but also teaches them to appreciate and respect other cultures and people that are different from themselves.

Q?Will teaching a second language confuse them? How will I know if it is a positive thing for my child?

Teaching your child a second language won’t confuse them unless they have a language disability. Do not be concerned if your child mixes two languages while in the process of learning a second language, that is to be expected. Not all children exposed to a second language, however, will acquire it well or at the same pace.
Each child has a unique learning process and speed. Of course, girls usually develop language skills before boys, so if your boy is still not interested in playing language games at 3, it doesn’t necessarily mean that he won’t be able to pick up a second language. No matter how linguistic a child may be no harm can be done by exposing them to other languages during early childhood!

Q?How can I teach my child a second language if I don’t speak much of it?

The teachers instruct your child with proper pronunciation, grammar, and accent.
Of course, having reinforcement at home is always an advantage, but children with little or no reinforcement of the second language at home are usually just as successful in immersion programs as those with native speakers at home. Parents often enjoy learning the second language at the same time as their children. Most parents observe that the younger students quickly surpass adults in their learning curve.

Even if you don’t speak the language, you can provide your child with language input and you can learn along with your child until he/she gets to a point where they are ready for more complex language at age 5. Just because parents are bilingual doesn’t mean that they will raise bilingual kids; parents need to be intentional about it.
There are many venues that can be used to teach children Spanish; bilingual television, songs, bilingual preschool, books, movies, bilingual toys and computer games. You can check out materials from the public library or purchase and download audio CDs, software and/or DVDs to show at home, if you desire to continue the language exposure at home.

Q?How will my child understand what is going on in class?

Young children learning a second language will learn similarly to the way they learned their first language. The teacher will use hand and body cues, stories, inflection, facial signals, songs, and games to make clear what is being conveyed.
Children learn by exploring and examining their surroundings and environment. In a short time, they catch on to what is being communicated.
Young children do not have the same inhibitions that older people tend to have while learning. They are natural mimics and have little fear of making mistakes; they absorb the second language much more naturally and with less hesitation than an older child or adult might.

Q?Is there any “Spanglish” spoken by teachers in the preschool?

No. Research shows that complete language immersion is important to acquisition at a young age. A mix of Spanish and English is never used.

Q?Is any prior exposure or knowledge of the second language required?

No. We assume children coming to our class are being exposed to second language immersion for the first time. However, we welcome and encourage children who have some prior knowledge of a second language – they tend to be natural tutors and helpers to the other kids!

Q?How much of the second language will my child retain/remember?

It is difficult to quantify exactly how much a child will retain since each child is unique in his/her language development. However, studies have shown that exposure to foreign language at a young age aids in learning a second or third language at adolescence and adulthood. The familiarity with the second language will also help them to “pick it up again” at a later age.

Q?Will my child be ready for kindergarten?

Yes. We follow play-based preschool curriculum based on research. Our primary goals for children, aside from acquiring or reinforcing Spanish language, is to focus on social and emotional skills: self-regulation, decision-making, social participation, appropriate problem solving, making observations and hypotheses, making and following democratic rules, following teacher rules, and participating in a daily routine.
In addition, teachers intentionally plan hands-on learning experiences that build academic foundations in math, science, literacy, social studies, and the arts. Children exiting our program and entering kindergarten are well-equipped for kindergarten curriculum.

Q?Why is it so important to start learning a foreign language as early as possible?

“Children have the capacity to develop new language more naturally than adults. Between the ages of 0 – 5 years old, children’s brains are prepared for language development. “The power to learn language is so great in the young child that it doesn’t seem to matter how many languages you throw their way. They can learn as many spoken languages as you allow them to hear systematically and regularly.”

Learning Languages, Winter 1996

“Studies have shown, and experience has supported, that children who learn a language before the onset of adolescence are much more likely to have a native-like pronunciation.”

ERIC

“Languages are for life and they can’t be taken away once you have learned them. By helping your child and continuing to help her, you’ll have a lasting contribution to her quality of life and understanding of others and their culture.”

Hodder and Stoughton Educational, 1994

Q?Will my child become proficient in the second language? How long will that take?

Achieving high levels of oral proficiency in a second language is a long-term process. A long-term commitment is essential. Children may not reach proficiency in every skill area; however, your child will have a strong second language base upon which to continue moving toward full proficiency.
Language learning is influenced by many factors, including students’ personality and motivation, teacher expectations, parental support and program leadership. Student success requires the active involvement of all of these stakeholders.

Q?My child does not know Spanish –will he/she be confused and not understand what to do?

Our program is mainly designed for children who do not yet understand or speak the Spanish language. We do, however, welcome and encourage children who already use Spanish in their homes to be part of our program.
The first couple weeks, we will start the program speaking both Spanish and English so that the children understand each activity and become familiar with daily routine. Once the children are familiar with the program, it becomes easy to switch to speaking Spanish exclusively. Most of the time, children don’t even notice when we switch. They are too busy having fun. If the teacher every doubts the children understand something, she will briefly explain in English and then continue in Spanish.
We are here to encourage the love of the Spanish language and ensure that the children feel comfortable and secure. By the fourth week of class, students are fully immersed in the new Spanish speaking environment.

YPW Workshops

Q?Who teaches the YPW workshops?

YPW Instructors are highly trained and have extensive experience in their respective fields.

Q?Does my child need to be talented or love the subject in question to enroll in a YPW workshop?

No. Most YPW workshops and camps are structured to allow Young People of differing ability levels to learn within the same workshop or camp. Each participant will be allowed to participate within his or her aptitude ability and encouraged to advance his or her problem-solving abilities to the next level. Your young person’s interest in the workshop subject will likely increase after exposure to the energized and unique instructional techniques used by YPW instructors.

Q?How long are the workshops?

Workshops are usually 50 minutes in length. School-break/Holidays workshops and camps are 2 to 3 hours in length and include a snack break. Check the current schedule for more info.

Q?How many young people are enrolled in a workshop or camp?

YPW workshops and camps for pre-school age children are limited to a maximum of 12 young people. Enrollment in YPW workshops and camps for school-age children is limited to a maximum of 18 / group. A minimum of 4 young people is necessary to keep a workshop or camp open.

Q?Can I observe my young person during a workshop or class?

YPW workshop rooms are parent-viewing friendly so that you can stay and observe your young person during the workshops, as long as your presence is not a distraction. Some workshops, such as Music & Movement, require the attendance of an adult with the young person. See the workshop description for more information.

Q?How do I sign my young person up for a YPW workshop or camp?

Visit the YPW website to fill out a registration form and make a payment. Payment is due in full before the start of the workshop or camp.

Q?Are the workshop and camp materials included in the price?

No, there is a separate material fee. Check each program for corresponding material fee.

Q?Do workshops activities change from session to session?

Yes, they usually do, but check when registering to verify that your young person is not
repeating a workshop or camp.

Q?How should the kids be dressed for any of the workshops?

Your child should dress in regular school day clothing. For art workshops he/she should dress with clothes that you don’t mind getting messy.

Q?Can my kids bring snacks to a workshop or camp?

No snacks or drinks during the YPW workshops please. YPW camps include a break for a snack provided by YPW.

Q?Do you offer make-up days or refunds for workshops a young person misses?

Sorry, no.

Q?Do you have a cancellation policy for workshops?

Workshops that do not enroll a required minimum number of students 4 days prior to the start of the workshop may be cancelled. Young people that have paid for a cancelled workshop will receive a refund or may apply credit to another workshop.

YPW will NOT refund a workshop fee for a cancellation initiated by the participant.

YPW Camps

Q?How can I find out which camps are available?

For further information, please email at: info@YPWkids.com We will let you know if a camp or workshop has space or not. If a camp or workshop is full we can add you to our waiting list.

Q?Can you accommodate my child with special needs?

We are happy to accommodate children with special needs but we ask that you notify us of your child’s needs prior to your child’s first day of camp. Please help us help your child by notifying us of any allergies, accessibility concerns, behavioral, psychological or emotional conditions, or other special needs. Please email info@YPWkids.com to contact the Camp Manager. While we hope to offer these camps to as wide a range of children as possible, it is not possible for us to offer one-on-one care. In the case of severe food allergies, it is not possible for us to monitor the food other children bring into camp.

YPW is NOT responsible for administering medication to children. Consult a pediatrician about altering the child’s dosage so that medication can be administered outside of camp hours.

Q?How should my child dress for camp?

Comfortable clothing you wouldn’t mind getting messy.

Camp Day

Q?How are campers supervised?

Campers are supervised at all times. For your child’s security all campers MUST be escorted to and from their camp room by a parent or guardian and signed in and out EVERY DAY.

Q?May parents stay in the classroom?

Unfortunately, parents are not allowed to accompany their children in camp. If you feel that your child cannot participate in camp without you, your child may not be ready for camp; waiting a year before sending your child to camp might be more beneficial. Our week-long camps promote independent learning and socialization. Parents are not allowed to remain in the classroom during camp hours.

Q?What are the behavior expectations for campers?

Campers are expected to be able to collaborate and communicate well with their peers.
Campers are also expected to respect and listen to the teacher or authority figure present. Any form of disrespect towards other campers or teachers is not tolerated. In case of a severe behavior problem, we will call you and ask you to pick up your child.

At our discretion, your child may be allowed to return to camp the following day.

Q?Whom may I contact during the day if I need to leave an emergency message concerning my child?

In case of an emergency, please call YPW Westlake at 512-329-5611 or
YPW Central at 512-401-3174.
Otherwise, please email YPW Westlake at: YPWWestlake@YPWkids.com or
YPW Central at: YPWCentral@YPWkids.com .

A staff member will deliver your message to the appropriate person.

Food & Drinks

Q?What does my child need to bring to camp?

Campers can either bring a lunch from home or order a lunch through the school. While YPW does provide healthy snacks at snack time, extra snacks from home are always recommended and encouraged. A water bottle is necessary and not provided; please bring a full water bottle from home.