Community-Based Heritage Language Schools (CBHL)
Languages:
French
Independent non-profit school
Federation FLAM USA
Atlanta Austin Boston Chicago Houston Miami New York 6 sites Oceanside Orlando "Philadelphie- Princeton- Hoboken- allentown" Pittsburgh Seattle Washington Raleigh Redwood City, CA e-FLAM USA Montclair-morristown Los Angeles Cleveland Las Vegas Virginia Be, 0
Heritage schools for francophone native speakers Institute Background
FLAM non profit associations provide affordable innovative academic and cultural programs for French-speaking immigrant children ages 2-18 to maintain their high level of fluency in French since Pre-Kindergarten, and to increase their chances to graduate from high-school and attend post-secondary education institutions.
Our organizations contribute to maintaining the maternal language and cultural heritage of immigrant children. We also support the development of bilingualism. We offer weekly academic lessons to students and extracurricular activities to expose them to francophone post-secondary education organizations as well as to enhance their knowledge of francophone culture and history.
We firmly believe that education can dramatically improve the social and economic outcomes for all children and that access to a high quality and rigorous education is a right for all children, regardless of background. This is why we have always been proud of creating the highest possible levels of francophone education in French at a very affordable cost.
- Access
- Excellence
Improve Access for all learners in more languages
Percentage of types Students
Heritage Language Learners 100%
Multilingual Learners %
Learners who speak a language that is linguistically related to the target language %
Learners who speak a language that is culturally (but not linguistically) related to the target language %
Types of language learners are enrolled
- Heritage language learners (second generation or more)
Programs available in your school
- Continuous program from grades Pre-K to 12 (novice to advanced)
Main reasons students attend your school
- To connect with their heritage in a meaningful way
- To gain literacy in the language, in addition to oral communication skills
- To communicate with relatives in the home country
- To communicate with relatives or others in the language community in the U.S.
- To attend university in the home country
- To earn credits for high school or university studies in the U.S.
- To gain bilingual proficiency for future professional use
- to keep that part of their identity as francophone
How does your school strive to provide incentives for students to enroll in the language programs?
- Community and/or parent outreach
- Financial support
- Credit transfer to K-12 schools
- Community functions (e.g. culture events, clubs, etc.)
- Business partnerships (hiring, discounts, etc?)
Types of instructional formats your school offer
- In-person
What are the main sources of financial support for your school
- Tuition
- Home/heritage country
- Private donations from individuals
- Private donations from businesses
- Fundraising events
Does your school offer financial assistance to students?
Yes
How important is the impact of the financial assistance on student enrollment at your school
2
Which of these common competing commitments faced by the learners most negatively impact student enrollment and/or attendance
Name
After-school activities in the mainstream schoo
Homework and other academic pursuits
Extra-curricular activities (sports, music, hobbies)
Religious obligations
Family obligations
Work
Field name
Attendance
No
No
No
No
No
No
No
Enrollment
No
No
No
No
No
No
No
Does your school provide information to parents and other stakeholders about essential school information?
Yes
Does your school communicate with the community at large about events and other information?
Yes
List the percentage of students by age group
PreK-K students %
Excellence through transparency and accountability
Curriculum and instruction
- Curriculum and instruction that build on the linguistic skills and cultural knowledge that learners bring to the classroom
Outcomes
- A focus on measuring and supporting learning through the strategic use of data on learner performance (including but not limited to standardized U.S. tests and tests from the homeland)
Professional Development
- Recruitment of skilled educators and other personnel
- Provision of ongoing professional development for educators and other personnel
- Regular faculty meetings and opportunities to work in professional clusters
- Peer mentorship among the instructors
- Facilitation of and support for participation in specialty courses offered by universities, homeland consultants, HL experts, etc., if available
- Facilitation of and support for attendance at professional conferences in the U.S. and/or in the HL country or internationally
Vision, Strategic Planning, and Priorities
- A publicized vision statement and strategic plan to assemble the human, institutional, and financial resources of the school that support the goals of the school
Transparency, Accountability, and Outreach
- Professional and consistent engagement with the HL community and the larger community to recruit students and teachers and motivate parents and stakeholders to support and advance the aims of the CBHLS
Institution Information
Year School was Established
2001
Languages taught at your school
French
Weekday Evening Classes
Number of weeks per year: 30
Number of hours per week: 10
After-school Classes
Number of weeks per year: 30
Number of hours per week: 0
Individual lessons or Individual tutoring
Number of weeks per year: 30
Number of hours per week: 2
Average Number of Students
3500
Average Number of Teachers
300
Saturday or Sunday Classes
Number of weeks per year: 2
Number of hours per week: 30
Summer Classes
Number of weeks per year: 5
Number of hours per week: 10
Summer Camps
Number of weeks per year: 5
Number of hours per week: 40