Program Overview

Cesar Chavez (CCLA) Language Academy first opened its doors in the fall of 2013 with classes for Transitional Kindergarten and Kindergarten. We have since grown steadily over the years adding additional grade levels until the present where we educate students from Transitional Kindergarten through 8th grade.

CCLA is a Two-Way Dual Immersion School.  All of our students from Transitional Kindergarten through 6th grade receive daily instruction in both Spanish and English. In 7th and 8th grade students are placed in one of four Instructional Pathways:

• Two Way Bilingual Immersion where students continue to take classes in both English and Spanish. In our current program students receive instruction in Spanish for Language Arts, Math, and History and instruction in English for Language Arts, Science, PE, and one Elective.

• World House for Newcomers is focused on supporting newcomers in learning English while integrating into a new country, new culture, and a new educational system. Students whose primary language is Spanish are also given the opportunity to receive instruction in their native language in their Math and History classes.

• World Language students follow a traditional middle school program while also given the opportunity to begin instruction in a foreign language. We currently offer courses in Spanish and Spanish for Spanish Speakers.

• Traditional Program students are offered an English only curriculum while embracing a community-centered bicultural environment.

The current research states the needs of language minority and language majority students can be simultaneously met by combining the best features of immersion programs and of bilingual education. According to Kathyrn Lindholm-Leary, Dr. Stephen Krashen and Dr. James Cummins, bilingual immersion programs are based on four underlying ideas:

1. Second language is best acquired by language minority students when their first language is firmly established.
2. Second Language is best acquired by language majority students through immersion in that language.
3. Knowledge learned through one language paves the way for knowledge acquisition in the second language. Thus, students who learn content in one language are expected to demonstrate content knowledge in the second language once they acquire the language skills to express the knowledge.
4. Students need to reach a threshold level of native language proficiency in order to facilitate second language development. Long-term cognitive advantages of bilingualism will not accrue until the student has sufficiently developed both languages.

• 90/10 in grades K and 1: all subject matter is taught in Spanish without translation. Students receive oral English language development and literacy development appropriate to their English language level for 45-60 minutes daily..
• 70/30 in grades 2 and 3:  instructional time is allotted by Spanish being taught 70 percent and English taught 30 percent of the day. English literacy is increased in third grade with Spanish literacy continuing through the grades. 
• 50/50 in grades 4, 5, 6, 7 and 8 instructional time is divided between English and Spanish with the range of 50% to 50% of classes taught in Spanish and English.

Cesar Chavez Language Academy recognizes that students and schools are more successful when parents, staff, students, and the community work together to support and foster learning for all. Therefore, at the Charter School, the education of each child is a joint venture between the parent, student, community and school.

To support this goal:

1. Parents/guardians, staff, and community partners are elected to serve on the Bilingual Advisory Board (BAB).
2. Parents and guardians who enroll their children in the school accept their responsibility for their children’s education. Therefore, they will strive to:

• Discuss regularly with their child the importance of education and school
• Keep in regular contact with their child’s teacher(s) regarding student progress.
• Attend school sponsored parent meetings regarding the school’s program.
• Consistently support their child in completion of school work and preparation for assessments.

3. Staff provides outreach to students and their parents to create two-way communication and participation.