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| Types | |
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A number of different immersion programs have evolved since those first ones in Canada. Immersion programs may be categorized according to age and extent of immersion.
[edit] Tags:Canada, | |
| Age | |
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Early immersion: Students begin the second language from age 5 or 6.
Middle immersion: Students begin the second language from age 9 or 10.
Late immersion: Students begin the second language between ages 11 and 14.
[edit] Tags:Early Immersion, | |
| Extent | |
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In total immersion, almost 100% of class time is spent in the foreign language. Subject matter taught in foreign language and language learning per se is incorporated as necessary throughout the curriculum. The goals are to become functionally proficient in the foreign language, to master subject content taught in the foreign languages, and to acquire an understanding of and appreciation for other cultures. This type of program is usually sequential, cumulative, continuous, proficiency-oriented, and part of an integrated grade school sequence. Even in total immersion, the language of the curriculum may revert to the first language of the learners after several years.
In partial immersion, about half of the class time is spent learning subject matter in the foreign language. The goals are to become functionally proficient in the second language (though to a lesser extent than through total immersion), to master subject content taught in the foreign languages, and to acquire an understanding of and appreciation for other cultures.
In two-way immersion, also called "dual-" or "bilingual immersion", the student population consists of speakers of two or more languages. Ideally speaking, half of the class is made up of native speakers of the major language in the area (e.g., English in the U.S.) and the other half is of the target language (e.g., Spanish). Class time is split in half and taught in the major and target languages. This way students encourage and teach each other, and eventually all become bilingual. The goals are similar to the above program. Different ratios of the target language to the native language may occur.
In content-based foreign languages in elementary schools (FLES), about 15–50% of class time is spent in the foreign language and time is spent learning it as well as learning subject matter in the foreign language. The goals of the program are to acquire proficiency in listening, speaking, reading, and writing the foreign language, to use subject content as a vehicle for acquiring foreign language skills, and to acquire an understanding of and appreciation for other cultures.
In FLES programs, 5–15% of class time is spent in the foreign language and time is spent learning language itself. It takes a minimum of 75 minutes per week, at least every other day. The goals of the program are to acquire proficiency in listening and speaking (degree of proficiency varies with the program), to acquire an understanding of and appreciation for other cultures, and to acquire some proficiency in reading and writing (emphasis varies with the program).
In FLEX (Foreign Language Experience) programs, frequent and regular sessions over a short period or short and/or infrequent sessions over an extended period are provided in the second language. Class is almost always in the first language. Only one to five percent of class time is spent sampling each of one or more languages and/or learning about language. The goals of the program are to develop an interest in foreign languages for future language study, to learn basic words and phrases in one or more foreign languages, to develop careful listening skills, to develop cultural awareness, and to develop linguistic awareness. This type of program is usually noncontinuous.
[edit] Tags:Target Language,First Language,Proficient, | |
| Method quality | |
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The neutrality of this section is disputed. Please see the discussion on the talk page. Please do not remove this message until the dispute is resolved. (November 2010)
Baker[1] found that more than 1,000 studies have been completed on immersion programs and immersion language learners in Canada. These studies have given us a wealth of information. Across these studies, a number of important observations can be made.
Early immersion students "lag behind" their monolingual peers in literacy (reading, spelling, and punctuation) "for the first few years only". However, after the first few years, the immersion students catch up with their peers.
Immersion programs have no negative effects on spoken skills in the first language.
Early immersion students acquire almost-native-like proficiency in passive skill (listening and reading) comprehension of the second language by the age of 11, but they don't reach the same level in reading and writing because they have enough level to communicate with their teachers. Also, if they communicate only with their teachers, they don't learn the skills to hold day-to-day conversations.[1]:275,309
Early immersion students are more successful in listening and reading proficiency than partial and late immersion students.
Immersion programs have no negative effects on the cognitive development of the students.
Monolingual peers perform better in sciences and math at an early age, however immersion students eventually catch up with, and in some cases, outperform their monolingual peers.
[edit] Tags:Neutrality,Disputed, | |
| Benefits of Language Instruction | |
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This section needs additional citations for verification. Please help improve this article by adding citations to reliable sources. See talk page for details. Unsourced material may be challenged and removed. (November 2010)
"Improvement in linguistic and meta linguistic abilities"[4]
An increase of cognitive ability "such as divergent thinking, concept formation, verbal abilities," listening skills "and general reasoning"[4]
Improves one's "understanding of his/her native language."[5]
"Opens the door to other cultures and helps a child understand and appreciate people from other countries."[5]
"Increases job opportunities in many careers where knowing another language is a real asset."[5]
Superior SAT scores and standardized testing[6]
Enhances memory[6]
Learning a foreign language has its assets, and studies suggest that immersion is an effective way to learn foreign languages.[7] Many immersion programs start in the elementary schools, with classroom time being dedicated to the foreign language anywhere between 50% and 90% of the day.[2] Learning a second or third language not only helps an individual's personal mental skills, but also aids their future job skills.[citation needed] Jean Piaget, a developmental psychologist, had a theory that stated that when a child faces an idea that does not fit their understanding, it "becomes a catalyst for new thinking". As a new language is completely foreign to a child at first, it fits perfectly as this "catalyst for new thinking".
[edit] Tags:Reliable Sources,Challenged,Jean Piaget,Improve,Help, | |
| Culture | |
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In language instruction, it is impossible to ignore the culture(s) of the language being taught. Culture can affect the way that language is taught and its interpretation[8] and because language is a social instrument, "the feelings... and motivations of learners in relation to the target language..., to the speakers of the language, and to the culture will affect how learners respond to the input to which they are exposed".[8] Studies have also shown that students in dual programs have "more positive attitudes towards bilingualism and multiculturalism".[2]
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| See also | |
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English Village
French immersion
Gaelscoileanna Irish-Gaelic language immersion
Multilingualism
[edit] Tags:French Immersion,English Village,Gaelscoileanna,Multilingualism, | |
| References | |
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This article includes a list of references, related reading or external links, but its sources remain unclear because it lacks inline citations. Please improve this article by introducing more precise citations. (October 2007)
^ a b c Baker, C. (1993). Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters.
^ a b c Freeman
^ Potowski
^ a b Benefits of Being Bilingual, Reshma Jirage, buzzle.com
^ a b c Benefits of Being Bilingual, American Council on the Teaching of Foreign Languages (reprinted from the Center for Applied Linguistics)
^ a b Why study a foreign language?, Bernadette Morris, LEARN NC, a program of the University of North Carolina at Chapel Hill School of Education
^ Cognitive Benefits of Learning Language, Duke Gifted Letter: Volume 8, Issue 1, Fall 2007. The Duke University Talent Identification Program. Online Newsletter for Parents of Gifted Youth
^ a b Byram, Michael. Teaching-and-Learning Language-and-Culture. Philadelphia: Multilingual Matters Limited, 1994
Anderson, H., & Rhodes, N. (1983). Immersion and other innovations in U.S. elementary schools. In: "Studies in Language Learning, 4" (ERIC Document Reproduction Service No. ED 278 237)
Andrade, C., & Ging, D. (1988). "Urban FLES models: Progress and promise." Cincinnati, OH and Columbus, OH: Cincinnati Public Schools and Columbus Public Schools. (ERIC Document Reproduction Service No. ED 292 337)
Chen, Ya-Ling (2006). The Influence of Partial English Immersion Programs in Taiwan on Kindergartners' Perceptions of Chinese and English Languages and Cultures. The Asian EFL Journal Vol 8(1) http://www.asian-efl-journal.com/March_06_ylc.php
Criminale, U. (1985). "Launching foreign language programs in elementary schools: Highpoints, headaches, and how to's." Oklahoma City, OK. (ERIC Document Reproduction Service No. ED 255 039)
Curtain, H., & Pesola, C.A. (1994). "Languages and children-Making the match. Foreign language instruction in the elementary school." White Plains, NY: Longman Publishing Group.
Freeman, Yvonne (2005). Dual Language Essentials For Teachers and Administrators. Heinemann: Portsmouth, NH, 2005
Potowski, Kim. Language and Identity in a Dual Immersion School. Multilingual Matters Limited, 2007.
Tagliere, Julia. "Foreign Language Study--Is Elementary School the Right Time to Start?". http://www.buzzle.com/articles/foreign-language-study-is-elementary-school-right-time-to-start.html
Thayer, Y. (1988). "Getting started with French or Spanish in the elementary school: The cost in time and money." Radford, VA: Radford City Schools. (ERIC Document Reproduction Service No. ED 294 450)
Walker, Cheryl. "Foreign Language Study Important in Elementary School". Wake Forest University. http://www.wfu.edu/wfunews/2004/062404r.html
The Wingspread Journal. (July 1988). "Foreign language instruction in the elementary schools." Racine, WI: The Johnson Foundation.
Artigal, Josep Maria & Laurén, Christer (a cura di) (1996). Immersione linguistica per una futura Europa. I modelli catalano e finlandese. Bolzano: alpha beta verlag. ISBN 88-7223-024-1
Baker, Collin (1993). Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters.
California. Office of Bilingual Bicultural Education (1984). "Studies on immersion education: a collection for United States educators". The Department.
Genesee, Fred (1987). Learning through two languages: studies of immersion and bilingual education. Newbury House Publishers.
Lindholm-Leary, Kathryn J. (2001). "Dual language education". Clevedon: Multilingual Matters. ISBN 1853595314
Maggipinto, Antonello (2000). Multilanguage acquisition, new technologies, education and global citizenship" Paper helded in New York (Congress of AAIS-American Association for Italian Studies). Published on Italian Culture: Iussues from 2000
Maggipinto, Antonello et al (2003). Lingue Veicolari e Apprendimento. Il Contesto dell'Unione Europea... Bergamo: Junior. ISBN 88-8434-140-X
Potowski, Kim (2007). "Language and Identity in a Dual Immersion School". Multilingual Matters Limited.
Ricci Garotti, Federica (a cura di) (1999). L'immersione linguistica. Una nuova prospettiva. Milano: Franco Angeli. Codice ISBN 10: 8846417380
Shapson, Stan & Mellen Day, Elaine (1996). "Studies in immersion education". Clevedon: Multilingual Matters. ISBN 1853593559
Swain, Merrill & Lapkin, Sharon (1982). "Evaluating bilingual education: a Canadian case study". Clevedon: Multilingual Matters. ISBN 0905028104
Swain, Merrill & Johnson, Robert Keith (1997). "Immersion education: international perspectives". Cambridge University Press. ISBN 0521586550
Wode, Henning (1995)."Lernen in der Fremdsprache: Grundzüge von Immersion und bilingualem Unterricht". Hueber. ISBN 3190066213
[edit] Tags:List Of References,External Links,Center For Applied Linguistics,Isbn 88-7223-024-1,Isbn 1853595314,Isbn 88-8434-140-x,Isbn 1853593559,Isbn 0905028104,Isbn 0521586550,Isbn 3190066213,Language Education, | |
| External links | |
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Why Immersion? ACIE Newsletter, February 2001, Vol. 4, No. 2
v
d
e
Language teaching methods
Structural methods
Grammar translation · Audio-lingual method
Interactive methods
Direct method · Communicative language teaching · Task-based language learning · Language immersion · Silent Way · Suggestopedia · Total Physical Response · TPR Storytelling · Community language learning · Dogme language teaching · Focal Skills
Proprietary methods
Pimsleur system · Michel Thomas Method
Teaching techniques
Mother tongue mirroring · Sandwich technique · Back-chaining
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