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The school sector of cd. of Washington takes aim at the language and cultur
al education

595

In 2004, cd. of Washington issued the act of access of language. The Law was
created in order to grant a greater access to and a participation in the sc
hools of State and other public services for these residents who limited or
no English competence. The Law is conceived to address four crucial fields o
f the access of use-and language to the public services.

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schools, cd. of Washington, school, schools of Washington DC

Act of access of language of S of cd. of Washington'

In 2004, cd. of Washington issued the act of access of language. The Law was
created in order to grant a greater access to and a participation in the sc
hools of State and other public services for these residents who limited or
no English competence. The Law is conceived to address four crucial fields o
f the access of use-and language to the public services. These four sectors
are: the need for and offers it oral translation departments; the supply of
the written translation of the master documents in other languages which hav
e populations constitutes 3% or 500 individuals, that which is less, of popu
lation been useful or produced, or probable to be been useful or produced; t
he establishment of the access of language provides that the best services t
hese populations; and finally creating the coordination of access of languag
e. The District of Columbia currently concentrates on these five languages;
Spaniard, Chinese, Vietnamese, Korean, and the amharique one. As a public se
rvice the school sector of cd. of Washington also made stages to provide adj
ustments in its language and educational programs cultural.

Various population of the school of cd. of Washington

Schools of cd. of Washington are composed of one hundred sixty-seven schoo


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ls and special centers of study. The breakdown of the schools of cd. of Wa
shington includes: hundred elementary schools, eleven colleges, nine colle
ges, twenty colleges, six centers educational and twenty schools of specia
lity. These schools inform almost sixty-six thousand students with the maj
ority made up of 39.161 students of elementary school. The schools of cd.
of Washington have a rich various student's population with more than one
hundred twelve different foreign languages which represent hundred thirty-
eight different nationalities. Out of these students one can say that almo
st 13% belong to a minority group of language and still 8% can be classifi
ed as students (LEP/NEP (LEP)) qualified qualified or not English limited
English. The ethnic breakdown of the school sector of cd. of Washington i
ncludes Afro-Americans almost of 85%, Hispanic of 10%, white of 4%, Americ
ans of Asian approximately of 1%. In an effort to satisfy the needs for th
is cd. of Washington of student's population the center their attention in
forms on the younger students. The schools of cd. of Washington actuates s
ixty-nine students of pre-garden of children aimed by programs and kinderg
arten of favoured. It also launches six programs of Montessori. It aims no
w improving its programs of language. Currently, the schools of cd. of Was
hington actuate eight full bidirectional English Spanish/of immersion.

Implementation of new bidirectional programmes of immersion of language

The elementary school of shepherd, a school of cd. of Washington, functions


to develop new bidirectional programmes of immersion of language for the p
re-garden of children and the kindergarten. The school seeks to be register
ed the students of pre-garden of children and kindergarten who speaks Frenc
h, Spanish or other languages in an effort to create new programs of immers
ion. The programs will begin in August, thus the schools of cd. of Washingt
on require immediate answers for these parents interested in the program. I
n this moment the plan is so that the students receive the contents Espagno
l-Anglais or French-English taught by flowing English and of the professors
of target language. The program duel of language is connected to the prima
ry education programme (IB) of years of international license which starts
in all the in August categories, 2006. As an element of the primary years (
IB) of international license the students of program also receive the educa
tion in the culture and the cultural diversity which includes: The children
develop an arrangement of individual within a community. To start to ident
ify similarities and differences among people (for example, sex, race, cult
ure, language, capacities); to show a respect incipient for the culture and
the ethnic membership. (Will learn some words from another language. Taste
a snack which a classmate of another culture brings to the school.); and t
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o show the incipient conscience and to respect it for capacities. (Listenin
g a history about a child with an incapacity. Includes children with incapa
cities in the play.)