Language immersion
Language Immersion is a way of rapidly learning a 2nd or 3rd language by exposing yourself to that language to the highest possible extent. Usually, teachers will simply speak and conduct the lessons in the target language. There is much debate about where this idea of teaching started but it is common belief that this idea has been around since the dawn of time. For example it is widely known that the best way of learning a language is to live in a country that solely speaks it. The concept over the years has found its way into schools and is now optional in schools across the world to give students of a native speaking culture to expand there horizons.
Another idea of how this immersion program began was started in the 1960s in Canada when middle-income English-speaking parents convinced educators to establish an experimental program enabling their children 'to appreciate the traditions and culture of French-speaking Canadians as well as English-speaking Canadians' (Baker, 1993).
In language immersion programs, the entire or half of a class second language as a group. Immersion teachers are frequently native speakers.
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. What follows is a brief discussion of several types of immersion programs.
Age
Early immersion: students begin the second language from the age of 5 or 6.
Middle immersion: students begin the second language from the age of 9 or 10.
Late immersion: students begin the second language between the ages of 11 - 14.
Extent
*In
total immersion, almost one hundred percent of class time is spent in the foreign language. Subject matter taught in foreign lnguage 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
two-way immersion, at least half of the class time is spent learning subject matter in the second language and language learning is incorporated as necessary throughout the curriculum. The student population consists of speakers of two or more different languages. The goals are similar to those above. Different ratios of the target language to the native language may occur.
*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
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 per se 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, five to fifteen percent of class time is spent in the foreign language and time is spent learning language per se. 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). T
*In
FLEX (Foreign Language Experience) programs, frequent and regular sessions over a short period of time or short and/or infrequent sessions over an extended period of time are provided in the second language. Class is usually 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.
Baker (1993) has found that more than one thousand 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 found.
*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 skills' (listening and reading) comprehension of the second language by the age of 11.
*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.
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French immersion*
Multilingualism*
Learn Spanish in Spain Information about Spanish Immersion Courses
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Learning English as a foreign language - immersion courses online*
Early Language Learning Program Goals*
Teaching Yourself and your Child a Second Language*
Immersion programs in Spain Information about Spanish Immersion Courses
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Spanish Schools Spanish Immersion Programs
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Why Immersion? ACIE Newsletter, February 2001, Vol. 4, No. 2
*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)
*Baker, C. (1993).
Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters.
*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.
*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)
*The Wingspread Journal. (July 1988). "Foreign language instruction in the elementary schools." Racine, WI: The Johnson Foundation.
