• Students attain native-like fluency by early ages
• Students not only learn about diversity, but they really become diverse.
• Students are taught by diverse teachers. Students naturally learn to respect and look up to someone from different culture.
• Recent MEAP scores (from Ada Vista) show that students are meeting/exceeding state standards.
• Brings more diversity to our school.
• Emphasizes the ethic of hospitality.
• Teaching children about a different language and culture is in line with our mission statement: To prepare students to effective servants of our Lord Jesus Christ in a society that is shifting constantly with the times.

There is no evidence to indicate that learning in two languages will confuse or slow a student’s rate of progress.  There is, however, significant research to indicate that learning two languages can enhance academic growth. In addition, learning two languages will not complicate behavior problems or learning disabilities.  There is no research to indicate that children in other parts of the world where it is commonplace to learn two or three languages have more of these problems than American children.

Studies have shown, and experience has supported, that children who learn a language before the onset of adolescence are more likely to have native-like pronunciation. A number of experts attribute this proficiency to physiological change that occurs in the maturing brain as a child enters puberty. Of course, as with any subject, the more years a child can devote to learning a language, the more competent he or she will become. Regardless, introducing children to alternative ways of expressing themselves and to different cultures generally broadens their outlook and gives them the opportunity to communicate with many more people.

Students in Spanish Immersion classrooms will receive the same curriculum as students in English speaking classes. There is ongoing work by the staff to look into purchasing the same curriculum but in Spanish where possible and to purchase similar curriculum with the same benchmarks and goals where it is not possible to purchase the exact same curriculum. In addition to providing the same curriculum to all GRCS students the Spanish Immersion teachers and the grade level mentors are working together to make sure the curriculum is delivered uniformly to all GRCS students. 

Grand Rapids Christian Schools understands the value of providing native speakers as models for immersion students. We will encourage native speakers that are highly qualified teachers and/or aides to apply for jobs. It is important to remember that the policies and priorities for hiring are the same for Immersion teachers as they are for English speaking teachers. Grand Rapids Christian Schools adheres to fluency levels for immersion teachers as outlined by the state.

The goal of this program is full immersion in Spanish but—at the teacher’s discretion—the teacher may use English to ensure the emotional, spiritual, and physical well-being of a student or the group.

It is a priority to purposely bring the Spanish and English students together. We worship together, go on field trips together, do buddy activities together, do lunch and recesses together and do cross language teaching and sharing. We want parents to know this is a priority in all grades and that opportunities to connect kids in these ways increase as students get older.

The immersion program is designed for English-only and non-Spanish speaking households!

For students beginning school in early immersion programs, the teacher begins to use the second language when possible during the first two weeks, but also uses English when needed during this time period to teach rules and expectations. Within the first two weeks, children master routines and the teacher switches to Spanish from that point on. The children are made to feel secure right from the start and they do not focus on the fact that the teacher is not speaking English.

Many parents are initially fearful that immersion may have a negative impact on their child's English language development. But research consistently has demonstrated that the immersion experience actually enhances English language development. It should be noted that full immersion students' English development may lag temporarily in reading, word knowledge, and spelling while instruction is occurring exclusively in the immersion language. However, after a year or two of instruction in English language arts, this discrepancy disappears.

It is important for parents to understand that this lag is temporary and to be expected. Immersion students need consistent exposure to, and support for, English at home. Parents need to provide their children with experiences that will enhance their English language and literacy development. For example, they should read to their children every day and involve them in games and activities that complement their classroom learning.

Research shows that the stronger the development of the native language, the greater the proficiency in the immersion language, so children who enter an immersion program with a strong base in English will succeed more easily than those whose English skills are not as strong.

Beginning in the second semester of second grade, English is studied for about 30 minutes a day. As the student progresses through school the time spent studying English gradually increases with each grade level. By the time immersion students reach 5th grade, the general conclusions of studies show that students enrolled in immersion programs perform as well or better than students in non-immersion programs on English achievement tests.

There is no evidence to suggest this. A child doesn’t have to be exceptional to become bilingual; as long as the child is exposed to two languages throughout early childhood, he or she will acquire them both. Additional activities at home are not required for a child to successfully learn a second language. We can, however, advise you in this regard if you wish to enhance your child’s language acquisition and experiences at home.

Students enrolled in Spanish Immersion are provided the same level of transportation that students enrolled in English speaking classrooms receive.  Please note that transportation is not provided for preschool students at Grand Rapids Christian Schools.

An Open House is held in January. If you need information outside of this time frame, and would like to schedule a time to tour the school and learn more about the Spanish Immersion Program, please contact:

For parents who would like to provide their child with the opportunity to become functionally proficient in both English and Spanish during their elementary years, immersion is a viable educational option.

If you are interested in enrolling your child in Spanish Immersion, contact Michelle Ogdahl, Director of Admissions at Grand Rapids Christian Elementary School - Iroquois Campus, at 616-574-6565 or mogdahl@grcs.org