In his novel "Hawaii," James Michener brings up the Hawaiian schools in which the children learned how to read, write and speak in the mother tongue of Japan, the land from where their parents had originated. Fairly recently, money from the US government were made use of to start up a California school where the kids learn Japanese. Those funds were a portion of a program started by members of the military.
After the cold war ended, the different branches of the military set out researching the languages which the students at West Point and Annapolis ought to be taught. By the ending decade of the 20th century, the members of the armed forces had put together a list of five different languages. These are the actual languages on this list: Arabic, Korean, Russian, Chinese and Japanese.
Now at that time one small city in LA County actually had set up something known as a Spanish Immersion Program. The children signed up for that program began speaking Spanish inside the classroom from the time they had entered kindergarten. That same small city, Culver City, CA additionally had one empty building, one which had prior to this been a place where elementary school children attended classes.
Members of this school district together with the PTA favored the idea of expanding the Spanish immersion program. As a consequence of the existence of a vacant building, it made a lot of sense to think about employing teachers who could teach one of two types of classes, ones done in Spanish or those carried out in Japanese. There was clearly an additional reason, too, why that school district gave really serious thought to the suggestion of beginning a system in which the kids would be able to learn Japanese.
Before the 1990s, the students in one particular part of Culver City had gone to Los Angeles schools. When the residents of that area voted for becoming a part of this city's unified school district, it started to be apparent that the old building would really need to be re-opened. Since the government was ready to sponsor an effort to offer teaching in Japanese, It made sense for Culver City to launch a Japanese immersion program.
It then chose to place both of its language programs in the newly opened building. It also agreed to take applications from those families who didn't reside inside of the city's boundaries. As can come about when a school's doors swing open for the initial time (or soon after being closed for some time), families could discover that their sons and daughters are going to different schools.
That is what occurred in this instance. One young boy had started off in one elementary program. His sister later on went to the re-opened building, in which she was in a position to learn Japanese.
After the cold war ended, the different branches of the military set out researching the languages which the students at West Point and Annapolis ought to be taught. By the ending decade of the 20th century, the members of the armed forces had put together a list of five different languages. These are the actual languages on this list: Arabic, Korean, Russian, Chinese and Japanese.
Now at that time one small city in LA County actually had set up something known as a Spanish Immersion Program. The children signed up for that program began speaking Spanish inside the classroom from the time they had entered kindergarten. That same small city, Culver City, CA additionally had one empty building, one which had prior to this been a place where elementary school children attended classes.
Members of this school district together with the PTA favored the idea of expanding the Spanish immersion program. As a consequence of the existence of a vacant building, it made a lot of sense to think about employing teachers who could teach one of two types of classes, ones done in Spanish or those carried out in Japanese. There was clearly an additional reason, too, why that school district gave really serious thought to the suggestion of beginning a system in which the kids would be able to learn Japanese.
Before the 1990s, the students in one particular part of Culver City had gone to Los Angeles schools. When the residents of that area voted for becoming a part of this city's unified school district, it started to be apparent that the old building would really need to be re-opened. Since the government was ready to sponsor an effort to offer teaching in Japanese, It made sense for Culver City to launch a Japanese immersion program.
It then chose to place both of its language programs in the newly opened building. It also agreed to take applications from those families who didn't reside inside of the city's boundaries. As can come about when a school's doors swing open for the initial time (or soon after being closed for some time), families could discover that their sons and daughters are going to different schools.
That is what occurred in this instance. One young boy had started off in one elementary program. His sister later on went to the re-opened building, in which she was in a position to learn Japanese.
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