Language immersion is a method of teaching language, usually a second language, in which the target language is used as both the content of the curriculum and the medium of instruction. According to Baker (2006; cited by: Pacific Policy Research Center, 2010), there are three major levels of language immersion education divided according to age:
• early immersion, from age 5 or 6,
• middle immersion, from age 9 or 10, and
• late immersion, from ages 11 and 14. In programs that make use of immersion language education, learners may enter and commence studies at different ages and different levels. Research (cited by: Pacific Policy Research Center, 2010) shows that early immersion in a second language yields better results than late …show more content…
Total Immersion – Programs in which all learners in the lower grades are instructed in L2; instruction in the second language usually increases to 20%-50% in the upper elementary grades (3-6), depending on the program. The target language is used for initial literacy instruction. Programs may continue in middle school and high school by teaching via the target language. Almost 100% of the school day is spent in the target language in total immersion, meaning that almost all subjects are taught in L2.
B. Partial Immersion – Programs in which approximately 50% of instruction is provided in the target language are termed partial immersion. Initial literacy instruction may be provided in either L2 or L1or in both languages at the same time. Programs may continue in middle school and high school by teaching through the target language. Emphasis on L2 varies in partial immersion programs, spending only around half of the class time in the second language.
C. Two-way Immersion –A variation of the immersion model is called two-way immersion or two-way bilingual immersion. Two-way programs are meant to use both L1 and another language for instruction. One third to two thirds of the learners in each class are native speakers of L1; the remainder comprises native speakers of other languages (Lenker & Rhodes, 2007; Jost, …show more content…
57). This definition is widely used in literature and the importance of it lies in its exclusion of the programs that approve bilingual learners but disapprove bilingual instruction, notable among them submersion majority language programs where students’ language background is not taken into account. The definition also rules out programs which instruct a second language merely as a subject (Cummins & Hornberger, 2008; cited by: Pacific Policy Research Center,
• early immersion, from age 5 or 6,
• middle immersion, from age 9 or 10, and
• late immersion, from ages 11 and 14. In programs that make use of immersion language education, learners may enter and commence studies at different ages and different levels. Research (cited by: Pacific Policy Research Center, 2010) shows that early immersion in a second language yields better results than late …show more content…
Total Immersion – Programs in which all learners in the lower grades are instructed in L2; instruction in the second language usually increases to 20%-50% in the upper elementary grades (3-6), depending on the program. The target language is used for initial literacy instruction. Programs may continue in middle school and high school by teaching via the target language. Almost 100% of the school day is spent in the target language in total immersion, meaning that almost all subjects are taught in L2.
B. Partial Immersion – Programs in which approximately 50% of instruction is provided in the target language are termed partial immersion. Initial literacy instruction may be provided in either L2 or L1or in both languages at the same time. Programs may continue in middle school and high school by teaching through the target language. Emphasis on L2 varies in partial immersion programs, spending only around half of the class time in the second language.
C. Two-way Immersion –A variation of the immersion model is called two-way immersion or two-way bilingual immersion. Two-way programs are meant to use both L1 and another language for instruction. One third to two thirds of the learners in each class are native speakers of L1; the remainder comprises native speakers of other languages (Lenker & Rhodes, 2007; Jost, …show more content…
57). This definition is widely used in literature and the importance of it lies in its exclusion of the programs that approve bilingual learners but disapprove bilingual instruction, notable among them submersion majority language programs where students’ language background is not taken into account. The definition also rules out programs which instruct a second language merely as a subject (Cummins & Hornberger, 2008; cited by: Pacific Policy Research Center,