North San Diego/Vista

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Why La Fuente Dual Immersion?

Imagine a school where:

  • Every day opens with a song
  • Every week brings a new community visitor to your classroom
  • Diversity is truly embraced
  • Your teacher tells you to get up and dance instead of telling you to sit still
  • Art, music, cooking, and field trips are the basics of learning

Mission and Vision

Our mission at La Fuente is to teach our students and families the joy of learning and communicating in two languages, English and Spanish.  Our 50/50 Dual Immersion program makes language learning fast and easy. We connect students to the community by bringing in guests and by taking students out to see what’s happening in the neighborhood.   We believe that learning comes through all the senses and that true communication comes from the necessity of experience.  We believe in involving parents in every aspect of education, especially encouraging and helping parents to learn a second language themselves.

Defining elements of the program:

  • 50% Spanish – 50% English schedule every day
  • All staff members speak Spanish and English
  • English and Spanish Classes for parents every week
  • Grades TK–8
  • Full Day Kindergarten and Transitional Kindergarten
  • Small academy size means we get to know your child and your family
  • Every 1st-8th-grade student will be issued a Chrome Book to use for learning at school and at home
  • Independent study options make learning flexible and fun

What are the characteristics of students who are successful in a dual language program?

Successful programs around the country have identified several characteristics of successful dual language students: They enjoy learning new things. They like meeting and interacting with people from different linguistic and cultural backgrounds. They have parents who strongly support the program and transmit their enthusiasm to their children. Finally, successful students embrace the philosophy of dual language education; they persevere during challenging times and learn to take risks in speaking and writing a second language.

Successful programs around the country have identified several characteristics of successful dual language students: They enjoy learning new things. They like meeting and interacting with people from different linguistic and cultural backgrounds. They have parents who strongly support the program and transmit their enthusiasm to their children. Finally, successful students embrace the philosophy of dual language education; they persevere during challenging times and learn to take risks in speaking and writing a second language.

Should students enter a dual language immersion program after first grade?

Usually, dual language programs do not accept English-only speakers after first grade and English learners after second grade. Bilingual and bi-literate students can enter the program at any time.

Is my child interested in an immersion school?

Perhaps the most important factor in weighing your decision is whether your child wants to attend a foreign language immersion school. If your child is happy at his or her current school, a big change might be unwelcome and could result in behavioral problems or resistance to the curriculum. If your child is already in transition, it may be the perfect time to introduce a change of instruction. Involve your child in this decision by discussing whether he or she wants to learn a new language. Take a tour or explore a potential school to ease fears about changing schools. Of course, your will shouldn’t always bend to your child’s wishes, so if you believe such a program would be in your son or daughter’s best interest, pursue the opportunity. However, presenting the opportunity as a choice can help bring your child on board a little easier
Your child is a good candidate for the program if he or she: Is highly verbal and developmentally on target in his or her native language, Expresses an interest in different people, places, and things, Is interested in learning a second language. The program is a good fit for families that: Support learning a second language, Value other cultures, Participate in their children’s educational process

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