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Farsi language School

IranianCommunity of Hull
Language competency is an essential component of personal, academic and economic processes and successes. Studies have repeatedly shown the positive effects of high quality additive bilingualism on immigrant children's academic achievement, identity development and familial relationships. 1 There is also a consensus on the potential benefits of bilingualism on the UK national economy and security, however many schools do not realise this. Most of our beneficiaries are schoolchildren of first-generation immigrants, who are raised in homes where Farsi is spoken and grow up with a better-than-average opportunity to develop proficiency in both English and Farsi. Yet, soon after these children enter school, the expectations, pressures and desire to assimilate into the majority culture leads them to quickly abandon their native language for English. One mechanism that can overturn these unfavourable outcomes is by attending native language programmes. One parent told us one of the most frustrating problems with her children is that they see their first language as a source of shame or a marker of inferiority, and that this has led to their negative self-image and cultural isolation. Our school helps these children perceive their linguistic abilities as a resource rather than an obstacle. Since the early days of its inception, ICOH has received growing demand from parents to run Farsi classes. In an initial enquiry, 25 parents expressed their interest in enrolling their children in our school. ICOH aims to establish a Farsi language school for Iranian, Afghan and Tajik schoolchildren aged between 5 and 16 residing in Hull. Not only does the school teach the linguistic needs of the pupils, it also educates them in relevant cultural and sociolinguistic issues. The vision of the school is to serve as a vibrant force for preserving and developing the linguistic proficiency and cultural knowledge of Farsi language communities in Hull. The school will deliver structured courses for a group of 15 to 20 pupils and will run during the weekends (preferably on Saturdays). The courses will be comprised of 25 two-hour sessions (for a total of 50 hours) over a period of six months. One qualified teacher and two teaching assistants will lead each session. While pupils only receive a few hours of contact instruction a week, new communication technology will be used to complement on-site instruction by using an online component to increase the amount of time spent learning the language. An interactive website will be designed and teaching assistants will be available in the online forum on a regular basis to give extra support to pupils. ……………………………………………………………………………………………………………………………………………………………………………………………………………………. 1 Additive bilingualism: A situation where a second language is learnt by an individual or a group without detracting from the development of the first language. A situation where a second language adds to, rather than replaces the first language. This is the opposite of subtractive bilingualism. Source: Bangor University.
Terms and Conditions | Privacy Policy Iranian Community Registered in England as a not-for-profit company limited by guarantee. 29 Beverley Road, Hull, HU3 1XH | Registered Company Number: 9657885 Copyright © 2021
Terms and Conditions | Privacy Policy Iranian Community Registered in England as a not-for-profit company limited by guarantee. 29 Beverley Road, Hull, HU3 1XH. | Registered Company Number: 9657885 Copyright © 2021

Farsi language School

IranianCommunity of Hull
Language competency is an essential component of personal, academic and economic processes and successes. Studies have repeatedly shown the positive effects of high quality additive bilingualism on immigrant children's academic achievement, identity development and familial relationships. 1 There is also a consensus on the potential benefits of bilingualism on the UK national economy and security, however many schools do not realise this. Most of our beneficiaries are schoolchildren of first-generation immigrants, who are raised in homes where Farsi is spoken and grow up with a better-than-average opportunity to develop proficiency in both English and Farsi. Yet, soon after these children enter school, the expectations, pressures and desire to assimilate into the majority culture leads them to quickly abandon their native language for English. One mechanism that can overturn these unfavourable outcomes is by attending native language programmes. One parent told us one of the most frustrating problems with her children is that they see their first language as a source of shame or a marker of inferiority, and that this has led to their negative self-image and cultural isolation. Our school helps these children perceive their linguistic abilities as a resource rather than an obstacle. Since the early days of its inception, ICOH has received growing demand from parents to run Farsi classes. In an initial enquiry, 25 parents expressed their interest in enrolling their children in our school. ICOH aims to establish a Farsi language school for Iranian, Afghan and Tajik schoolchildren aged between 5 and 16 residing in Hull. Not only does the school teach the linguistic needs of the pupils, it also educates them in relevant cultural and sociolinguistic issues. The vision of the school is to serve as a vibrant force for preserving and developing the linguistic proficiency and cultural knowledge of Farsi language communities in Hull. The school will deliver structured courses for a group of 15 to 20 pupils and will run during the weekends (preferably on Saturdays). The courses will be comprised of 25 two-hour sessions (for a total of 50 hours) over a period of six months. One qualified teacher and two teaching assistants will lead each session. While pupils only receive a few hours of contact instruction a week, new communication technology will be used to complement on-site instruction by using an online component to increase the amount of time spent learning the language. An interactive website will be designed and teaching assistants will be available in the online forum on a regular basis to give extra support to pupils. …………………………………………………………………………………………………………………… 1 Additive bilingualism: A situation where a second language is learnt by an individual or a group without detracting from the development of the first language. A situation where a second language adds to, rather than replaces the first language. This is the opposite of subtractive bilingualism. Source: Bangor University.
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