South Campus (DLI)

List of 3 items.

• Dual Language Immersion Q & A

  What is Dual Language Immersion?

  At Pusch Ridge Christian Academy South Campus, the goal of our Dual Language Immersion program is for students to become fluent in both Spanish and English while excelling academically in a Christian setting. Each day, they learn in both languages, covering subjects like math, science, and literature. Each class allows them to grow in language skills and knowledge.
  
  

  Students collaborate with teachers and classmates, solving problems, sharing ideas, and enjoying the richness of different languages and cultures. Our school is inclusive, fostering pride in biliteracy and promoting understanding and respect for people from diverse backgrounds.
  
  

  Beyond the classroom, we aim to create a community where everyone learns from each other, regardless of their language. Our mission is to prepare young people to excel in languages, academics, and empathy to be successful in a world where biliteracy and cultural understanding are essential.

  
  

  What is the difference between a 90:10 and a 50:50 model of Dual Language Immersion programs?

  In simple terms, the difference between a 90:10 and a 50:50 model of Dual Language Immersion programs lies in how much time is initially devoted to teaching in the target language versus English, particularly in kindergarten.
  
  

  In a 90:10 model, 90% of instructional time in kindergarten is spent teaching in the target language, gradually decreasing each year until it reaches a 50:50 balance between the target language and English, typically by grade five. 

  
  

  Who is eligible for the program?

  Kindergarten is open to students who are native speakers of Spanish, English, or are Bilingual. However, dual language programs typically do not accept students who only speak English after first grade and English learners after second grade. If a child is already bilingual and able to read and write in the two languages, he or she may join the program at any time. 

  
  

  Is this program a fit for my child and our family?

  Parents must consider if Dual Language Immersion is a fit for their family. For children to gain language proficiency and academic success, the child needs to reach the 50:50 model. Therefore, the parent needs to understand this is a long-term commitment. 

  
  

  How can I help my child with homework if I do not speak the language used in class? 

  Even if you do not speak the language of instruction, you may still support your child's learning at home. You are their best cheerleader. Words of affirmation are key to all parts of their educational journey, and so much more when it is in Spanish. By focusing on building a strong foundation in their first language, you are laying the groundwork for their second language skills. You can help by reading to your child and exploring topics your child is learning in school in their first language. For example, if your child is learning about community helpers in Spanish, talking about it in English at home can help them understand better when they learn it in Spanish at school.
  
  

  Make sure your child has what they need to do their homework comfortably, like a quiet space, enough time, and supplies like paper, pencils, and dictionaries in both languages. You can also ask your child about their homework in your own language, giving them a chance to explain it to you and practice using their first language.
  
  

  Upon request, teachers provide translated guides for homework, so you can understand what your child needs to do even if it's in a different language.
  
  

  If I am interested in finding out more information or next steps, who should I contact?
  
  

  Contact Maria Lizardo-Gomez, South Admissions Manager, at 520-797-0107 ext. 424 or email maria.lizardogomez@prcak12.org for more information. 

  
  
  

• Grades K-4 Curriculum

  PRCA South aspires to provide a well-rounded, dual language education. Our curriculum is designed to prepare children to be lifelong, independent learners, wise and creative problem solvers, and truth seekers who strive to pursue God in every area of life. Students will begin at a 90/10 Spanish/English model and transition to a 50/50 model in 5th grade, which will continue through 12th grade. All students will read, write and speak in both languages.

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• Grades K-4 Distinctives

  
  Copy Books
  
  

  K-2 students produce copybooks that provide ongoing practice for handwriting, spelling, grammar, etc. These copybooks are kept specifically for copying noteworthy poems, prose, quotes, historical facts, and information that touches on the theme being studied by the class. We have a monthly Biblical theme that is in alignment with the PRCA Portrait of a Graduate.
  
  

  Living Books
  
  

  Living books are the opposite of dull, dry textbooks. They are books that are excellently written, timeless, wide-ranging, and interest-holding to children. People, places, and events come alive as one reads a living book. The story and the noble themes presented in the book touch one’s mind, will, and emotions and are used along with the Scriptures by the teacher to stimulate imagination and obedience to the truth. Because the K-4 grade levels are predominantly in Spanish, students also receive a rich understanding of the text as culture and language are expressed in ways that connect to their hearts. PRCA advocates avoiding “twaddle,” or dumbed-down literature. We choose, rather, to provide a feast for children’s minds with the best literary works available in Spanish at the K-4 grade levels.
  
  

  Creation Journals
  
  

  Creation Journals are artist sketchbooks containing pictures the children have personally drawn of plants, wildlife, or any other natural objects found in their natural setting. These journals can also include creation-related poetry, prose, detailed descriptions, weather notes, Latin names, etc. In addition, we believe in the benefits of children taking walks in God's creation, perhaps one per week, during which they may experience and observe the natural environment firsthand. These excursions are creation "walks," no nature "talks." These activities generate the right attitude of mind for scientific observations and inferences, and foster a sense of awe and wonder for all things created. The bulk of creation journals is done in our sustainable garden built by the dads of the school. 
  

  
  Picture & Composer Studies
  
  

  The grammar levels of all PRCA schools structure their programs to bring the child into direct contact with works of art and music of enduring quality. Students spend approximately 15 minutes per week studying a work of art by a great artist. The child looks at the work of art intently for a short period and is encouraged to look for every detail. The picture is taken away, and the student recalls what was observed in the picture. A similar methodology is undertaken as the school studies significant musicians and their works. Through exposure to selected works of art and music, students develop an understanding of things that are worthy and timeless, and they build a mental inventory of many great works through the ages.
  
  

  Art
  
  

  In addition to picture studies, students participate in formal art class once a week. To begin, the focus is on drawing and elements of art such as visual components of color, form, line, shape, space, texture, and value. Later, students learn about, discuss, and implement design principles in their artwork and throughout the year are exposed to a wide variety of media and methods. There is also an emphasis on connecting student art to classroom subjects such as history, math, and Bible.
  
  

  Recitations
  
  

  Taking advantage of the predilection of young children for mimicry and repetition, we provide the opportunity for our elementary students to commit to memory passages and poems of lasting value. As a Dual Language Immersion (DLI) campus, our K-4 students recite poems and Scripture in Spanish.
  
  Mariachi
  
  Students in grades K-4 are provided instruction in fundamental music theory, singing techniques, and performance etiquette with a focus on worship. In the first two years, students learn to play the guitar by musical notation and by audible pitch match. In the next two years, students learn to play the violin; both instruments are taught through solfege notation.
  
  

  Physical Education 
  

  As a Charlotte Mason-based school, students participate daily in recess to have the opportunity for imagination and conversation while they play, and PE reflects time for mental/physical skills growth."