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California D.C.s Language Access Work In 2004, the Washington D.C. enacted the Language Access Act. The Act was created to be able to offer greater access to and participation in public schools and other public services for all those residents that have limited or no English proficiency. The Act is designed to address four important areas of language use and access to public services. These four areas are: the necessity for and the offering of verbal language services; providing of written interpretation of key documents in to other languages that have numbers constitutes 3 or 500 individuals, whichever is less, of the people served or encountered, or apt to be served or encountered; business of language access options that most useful ser-vices these populations; and finally producing language access control. The District of Columbia is focusing currently on these five languages; Spanish, Chinese, Vietnamese, Korean, and Amharic. Like a public company the Washington D.C. Steps have been also made by school District to offer changes in its language and cultural training programs. California D.C. In case people wish to get more on url, there are thousands of resources you should think about pursuing. Schools Various Population Washington D.C. Schools are comprised of just one hundred sixty-seven schools and special learning centers. The break down of Washington D.C. Schools includes: eleven middle schools, one hundred one primary schools, eight junior high schools, twenty high schools, six educational facilities and twenty specialty schools. These schools teach almost sixty-six thousand students with the majority made up of 39,161 primary school students. Washington D.C. Universities have a rich diverse student populace with more than one hundred twelve different foreign languages that represent one hundred thirty-eight different nationalities. From these students very nearly 13-06 can be believed to belong to a language minority group and Non English Proficient LEP/NEP learners or yet another 8-14 can be categorized as Limited English Proficient LEP. The racial break-down of the Washington D.C. School District contains not quite 85-90 African Americans, 10 Hispanics, four or five Whites, around 1 Asian Americans. In a attempt to deal with the requirements with this student population Washington D.C. Schools center their attention to the younger students. This disturbing arlingtontxtrade Ladainian Tomlinson : 2001 Draft Day Picks on CULTUREINSIDE URL has assorted impressive warnings for the reason for it. Washington D.C. Schools performs sixty-nine Head Start programs geared toward kindergarten and pre-kindergarten students. In addition it runs six Montessori programs. It is now aiming at enhancing its language programs. To discover more, we recommend you check out: view site. Currently, California D.C. Schools function eight two-way total immersion Spanish/English. Implementing New Two-Way Language Immersion Programs The Shepherd Elementary School, one Washington D.C. College, is attempting to develop new two-way language immersion programs for kindergarten and pre-kindergarten. The institution is wanting to register pre-kindergarten and kindergarten students who speak French, Spanish or other languages in an effort to generate new immersion programs. The programs will begin in late August, therefore Washington D.C. Colleges are asking for immediate responses for those parents considering this system. At the moment the program is for students to receive either Spanish-English or French-English information shown by English and target language teachers. The dual language system is linked to the International Baccalaureate IB Primary Years Program that starts in most degrees in late August, 2006. If you have an opinion about English, you will seemingly want to check up about site. As part of the International Baccalaureate IB Primary Years Program students also receive education in culture and cultural diversity which includes: Children develop an understanding of self in just a community. Start to recognize similarities and differences among people e.g., gender, competition, culture, language, capabilities ; demonstrate a promising respect for culture and race. Will learn some words of another language. Tastes a snack that the classmate from another culture gives to school. ; and demonstrate emerging awareness and respect for talents. Listens to an account about a child with a disability. Includes kiddies with disabilities in play..