Chinese is the most spoken language in the world.
Bilingual children have been shown to be better than their monolingual peers at focusing on a task while tuning out distractions.
Studies have shown that all foreign language learners develop on average better listening skills than their monolingual peers.
Research shows that people who are bilingual from a young age have greater densities of gray matter in areas of the brain associated with language processing.
According to research, mastering two languages help to solve logic problems and multi-task more effectively.
Students will go beyond simply learning the language. They will use the language for learning.
The Chinese immersion program was launched with two immersion kindergarten classes in 2017–18. These classes will roll forward each academic year bringing the program across kindergarten through fifth grade by 2022–23.
|Academic Year||grade level|
|2017–18||two kindergarten classes launched|
|2018–19||two first grade classes added|
|2019–20||two second grade classes added|
|2020–21||two third grade classes added|
|2021-22||two fourth grade classes added|
|2022-23||two fifth grade classes added|
The 75/25 Immersion Model to the 50/50 Bilingual Model at SAS
Kindergarten and First Grade
75% Chinese: Math, Social Studies, Science, Language Arts
Second and Third Grades
60% Chinese: Math, Social Studies, Science, Language Arts
Fourth and Fifth Grades
50% Chinese: Social Studies, Science, Language Arts
What does the 75/25 Chinese and English Exposure Model look like?
- Chinese immersion instruction, instead of once-daily Chinese instruction
- Professional, exemplary world language teaching staff
- Chinese-speaking instructional assistants
- Professional development and classroom training for teachers
- Common SAS curriculum, with linguistic adaption for this program
- Service learning opportunities where elementary school students communicate directly in Chinese
Immersion in kindergarten through third grade is one-way immersion, comprised of students who are second language learners of Chinese. As we build our program, fourth and fifth grade will become a two-way bilingual program with a mix of students. Rising Chinese immersion students will merge with near native Chinese program students in fourth grade. Each language group serves as each other’s language models.
Zara has been learning Chinese since she was two, but she's never been willing to speak. In her first week of immersion she just naturally blurted out several things in Chinese, so her confidence improved almost immediately.
Louise Donaghey, SAS PARENT
Communicate directly with English and Mandarin speaking communities on a variety of levels.
Gain the cultural competency of one who knows what it is to have two inner worlds based in the roots of two different languages and values.
Practice critical thinking that will allow them to analyze conflicting messages or information between languages and come to reasonable conclusions.
Develop deep character, with the ability to understand two different value systems and ways of life.
Collaborate with Chinese and English speakers and create bridges between communities to the benefit of both.
Creatively bring together their two language worlds in new and exciting ways through a variety of media.
Through content knowledge the curriculum for the immersion program is fully aligned with the SAS elementary curriculum.
- Competency to thrive in core subjects taught in English
- Higher level language courses available as electives
- Integrated language courses (now in development)
- Language courses from novice to college level, including Advanced Placement (AP) Chinese Language and Culture, and Advanced Topic (AT) Chinese Language: History
- Seal of Biliteracy for students who have attained required language proficiency in English and one more language by high school graduation
- Chinese Honor Society
- Multiple service clubs that focus of China with travel and language use possibilities
We know that student success is directly tied to quality teaching. In addition to being highly skilled, SAS teachers and instructional assistants are dedicated to connecting with students and engaging them at every point in their learning.
Fluency in English is strongly recommended for incoming kindergarten immersion students. Prior exposure to Chinese language is not required.
Joining the immersion program at Singapore American School is a commitment. We ask that parents are willing to make a commitment to read English books with their children everyday at home.
All applicant families will attend an interview and are expected to join the program in August of kindergarten unless transferring from another immersion program. Late start requests will be considered on a case-by-case basis and students must meet SAS language eligibility requirements.
For current SAS families with a child in our early learning center, contact Sally Lean for immersion placement information.
For new SAS applicants, you will indicate your official interest in immersion in the admissions application process. Applications for new families will be considered based on priority lane, date of application, and completeness of application, and are subject to thorough review for general admission to SAS.
For more information, contact firstname.lastname@example.org.