• Author / Uploaded
• Aditya Chandra Prasetia

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Immersion Class Language immersion, or simply immersion, is a method of teaching a second language in which the learners’ second language (L2) is the medium of classroom instruction. Through this method, learners study school subjects, such as math, science, and social studies, in their L2. The main purpose of this method is to foster bilingualism, in other words, to develop learners' communicative competence or language proficiency in their L2 in addition to their first or native language (L1). Additional goals are the cognitive advantages to bilingualism. Immersion programs vary from one country or region to another because of language conflict, historical antecedents, language policy or public opinion. Moreover, immersion programs take on different formats based on: class time spent in L2, participation by native speaking (L1) students, learner age, school subjects taught in L2, and even the L2 itself as an additional and separate subject.

Background The first modern language immersion programs appeared in Canada in the 1960s. Middle-income Anglophone (English-speaking) parents there convinced educators to establish an experimental French immersion program enabling their children 'to appreciate the traditions and culture of French-speaking Canadians as well as Englishspeaking Canadians'.

Formats Age • • • •

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. Adult immersion: Students 17 or older.

Class time •

In complete 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

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other cultures. This type of program is usually sequential, cumulative, continuous, proficiency-oriented, and part of an integrated grade school sequence. Even after this type of program, the language of the curriculum may revert to the first language of the learners after several years. This is not to be confused with Total Immersion® which is Berlitz's proprietary high-intensity learning solution. The Total Immersion® program was designed in the 1960s and has been taught around the world ever since. 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, to master subject content taught in the foreign languages, and to acquire an understanding of and appreciation for other cultures, but to a lesser extent than complete immersion. 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.

L1 students •

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In submersion one or two students are learning the L2, which is the L1 for the rest of the class. By analogy, the former are "thrown into the ocean to learn how to swim". 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 those of partial immersion. Different ratios of the target language to the native language may occur. •

"Improvement in linguistic and meta linguistic abilities"

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An increase of cognitive ability "such as divergent thinking, concept formation, verbal abilities," listening skills "and general reasoning"

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Improves one's "understanding of his/her native language."

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"Opens the door to other cultures and helps a child understand and appreciate people from other countries."

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"Increases job opportunities in many careers where knowing another language is a real asset."

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Superior SAT scores and standardized testing

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Enhances memory

Learning a foreign language has its assets, and studies suggest that immersion is an effective way to learn foreign languages.[5] 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. [6] Learning a second or third language not only helps an individual's personal mental skills, but also aids their future job skills. 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". Baker 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. •

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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,

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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. 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. Studies have also shown that students in dual programs have "more positive attitudes towards bilingualism and multiculturalism".

Why Immersion? 1. Children of today will need to be bilingual to be successful in the global society and economy of their adulthood. Today two languages are useful tomorrow they will be required, and a third language will be desired. 2. Childhood is the best time to develop an appreciation and understanding of diverse cultures, peoples, and perspectives in the world. Preschoolers are aware of differences, but harmful prejudices develop during the elementary school ages. Consistent positive exposure and interaction are the best prevention. 3. An optimal time to learn languages is prior to age twelve. Research on brain development in recent decades supports this claim, with wide discussion in the popular media. Our brains are wired to produce all sounds, but if we don't learn to make certain sounds, we can lose that ability. (Some of us use this as a convenient excuse for our difficulty in learning another language as an adult, but it isn't a barrier - just a reason to start young.) 4. Children learn language by listening and repeating, and don't have any fear of a "foreign" language. This was one of those clic! moments for me, when I realized that immersion teachers taught the immersion language in the very same manner children already learn English - by speaking and repeating in context. It is very natural for children. My children attended a university preschool where many of the children spoke a different language at home, yet even the newest children participated fully, understood, and quickly spoke in English. Again, there is research to support this concept, and schools recruiting students should make copies available, but it is a common-sense explanation as well. 5. Academic skills are actually enhanced. Studies consistently show that immersion students do as well as or better than comparable non-immersion students in English language skills, math, science, and social studies. If you've studied another language, you know that those classes taught you much of what you know about English grammar. Increasingly, research has also demonstrated connections between math, music, and language skills. 6. Children are guaranteed to be challenged. Immersion learning takes extra effort from children (and parents) in that reading and writing skills need to be practiced in two languages. I was surprised to learn that programming for gifted children can be difficult in the early years, when their minds work faster than their developed vocabulary in the new language. A successful immersion program provides both gifted and special education assistance to meet the needs of all students. 7. Parents will be involved. In most districts, parents have to choose to send their child to an immersion school. I expected, and it is true, that the parent community

would be supportive of the school, the children, and each other. Involved parents are one of the most critical elements of a successful educational program.