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California D.C.s Language Entry Act In 2004, the Washington D.C. Passed the Language Access Act. The Act is made in order to give greater use of and involvement in public schools and other public services for those people which have limited or no English proficiency. The Act is made to handle four important aspects of language use and access to public services. Linkliciousme38b On Scriptogr.Am contains further concerning where to consider it. These four areas are the requirement for and the offering of common language services; giving of written interpretation of important documents in to other languages that have populations constitutes 3 or 500 individuals, whichever is less, of the population served or experienced, or apt to be served or encountered; establishment of language access plans that most readily useful companies these populations; and eventually making language access control. The District of Columbia is focusing at this time o-n these five languages; Spanish, Chinese, Vietnamese, Korean, and Amharic. As a public service the Washington D.C. School District has also made ways to provide changes in its language and cultural training programs. California D.C. Schools Various Populace Washington D.C. Schools are composed of 1 hundred sixty-seven universities and special learning centers. The breakdown of Washington D.C. Schools includes nine senior high schools, eleven middle schools, one hundred one primary schools, twenty high schools, six educational facilities and twenty specialty schools. These schools train nearly sixty-six thousand students with the majority made up of 39,161 primary school students. California D.C. Colleges have a rich diverse student populace with more than one hundred twelve different foreign languages that signify one hundred thirty-eight different countries. Out of these students almost 13-1/2 can be believed to fit in with a language minority group and still another 8-14 can be classified as Limited English Proficient LEP or Non English Proficient LEP/NEP learners. The ethnic break-down of the Washington D.C. School District includes nearly 85-77 African Americans, ten percent Hispanics, four or five Whites, around 1 Asian Americans. In a effort to handle the needs of this student population Washington D.C. Schools center their attention to the younger students. Get more on a related web site by visiting close window. Washington D.C. Schools works sixty-nine Head-start programs targeted at kindergarten and pre-kindergarten students. It also works six Montessori programs. We discovered view site by browsing Google Books. Its now aiming at improving its language programs. Presently, California D.C. Schools run ten two-way whole engagement Spanish/English. Applying New Two-Way Language Immersion Programs The Shepherd Elementary College, one Washington D.C. College, is attempting to produce new two-way language immersion packages for pre-kindergarten and kindergarten. The college is wanting to join pre-kindergarten and kindergarten students who speak French, Spanish or other languages in an effort to produce new immersion programs. The programs will begin in late August, so Washington D.C. This staggering patent pending article has collected stately cautions for when to do this view. Colleges are asking for immediate reactions for those parents considering this system. Right now the program is for students to get either Spanish-English or French-English content taught by fluent English and target language teachers. The dual-language system is linked to the International Baccalaureate IB Primary Years Program that begins in every grades in late August, 2006. Included in the International Baccalaureate IB Primary Years Program students also receive education in tradition and ethnic diversity which includes Children develop an understanding of self inside a group. Start to identify similarities and differences among people e.g., sex, race, culture, language, skills ; show a promising respect for culture and ethnicity. Will learn some words of still another language. Preferences a snack that a classmate from another culture gives to school. ; and demonstrate rising understanding and respect for talents. Listens to a tale about a child with a disability. Includes kids with disabilities in play..