How To Learn A New Language By Immersion

Use of two languages across a variety of educational subjects

Language immersion, or simply immersion, is a technique used in bilingual language pedagogy in which two languages are used for instruction in a variety of topics, including math, science, or social studies. The languages used for instruction are referred to as the L1 and the L2 for each student, with L1 beingness the student'south native language and L2 existence the second language to be acquired through immersion programs and techniques. There are dissimilar types of linguistic communication immersion that depend on the age of the students, the classtime spent in L2, the subjects that are taught, and the level of participation by the speakers of L1.

Although programs differ by land and context, virtually language immersion programs have the overall goal of promoting bilingualism betwixt the two different sets of language-speakers. In many cases, biculturalism is also a goal for speakers of the majority language (the language spoken by the majority of the surrounding population) and the minority language (the linguistic communication that is non the majority language). Research has shown that such forms of bilingual education provide students with overall greater linguistic communication comprehension and production of the L2 in a native-like mode, especially greater exposure to other cultures and the preservation of languages, particularly heritage languages.

Groundwork [edit]

Bilingual education has taken on a variety of unlike approaches outside of the traditional sink-or-swim model of full submersion in an L2 without assistance in the L1. According to the Middle for Applied Linguistics, in 1971, at that place were merely three immersion programs inside the Us. As of 2011, at that place were 448 language immersion schools in the U.South., with the three main immersion languages of instruction being Spanish (45%), French (22%), and Mandarin (thirteen%).^[1]

The first French-language immersion program in Canada, with the target language being taught equally an instructional language, started in Quebec in 1965.^[2] Since the majority language in Quebec is French, English-speaking parents wanted to ensure that their children could achieve a loftier level of French as well as English in Quebec. Since then, French immersion has spread across the land and has led to the situation of French immersion becoming the most common form of language immersion in Canada so far. Co-ordinate to the survey by CAL (the Center for Applied Linguistics) in 2011, there are over 528 immersion schools in the Usa. Besides, linguistic communication immersion programs take spread to Australia, Mainland Red china, Saudi Arabia, Japan and Hong Kong, which altogether offer more than than 20 languages. The survey by CAL in 2011 showed that Spanish is the most common immersion language in language immersion programs. At that place are over 239 Spanish-language immersion programs in the U.s. because of immigration from Spanish-speaking countries. The other ii mutual immersion language programs in the United states are French and Mandarin, which have 114 and 71 language immersion programs, respectively.^[iii]

Types of learners [edit]

Types of language immersion can be characterized past the total time students spend in the programme and likewise past the students' age.

Types that are characterized by learning time:

• Total immersion: In full immersion, the language of instruction is the students' L2, meaning that students spent 100% of the school twenty-four hours in their L2. However, the problem with this type of language immersion is that students find it hard to sympathise more than abstract and complex concepts if they are taught only via their L2.^{[ citation needed ]}
• Partial immersion: In partial immersion programs, classtime is shared between the students' L1 and L2. In most cases, it is an even split of time between the languages. This type of language immersion is preferred past students.^[4]
• Two-mode immersion: This type, which is too called bilingual immersion, is a mode to integrate both students of the minority language and students of the majority language into the aforementioned classroom with the goal of academic excellence and bilingual proficiency for both student groups. In this type of language immersion, the instructional languages tin can exist two languages, merely only one language is used at a time. Students learn languages past the interaction with their peers and teachers. This method of language immersion is pop language in America.^[5]

Types that are characterized by age:

• Early immersion: Students outset learning their 2d language at the age of 5 or 6.
• Heart immersion: Students outset learning their second linguistic communication at the age of effectually nine or x.
• Late immersion: Students offset learning their second language afterward the historic period of 11.^[six]

The stages of immersion can also be divided into:

• Early on total immersion: education in L2 at 90-100%, usually start in kindergarten or on first class.
• Early partial immersion: teaching in L2 at 50%, usually kickoff in kindergarten or on beginning grade.
• Middle (or delayed) total immersion: education in L2 at xc%, usually beginning on fourth grade.
• Middle (or delayed) partial immersion: education in L2 at 50%, normally offset on 4th grade.
• Tardily total immersion: education in L2 at lxxx%, unremarkably beginning on sixth or seventh form.
• Late partial immersion: educational activity in L2 at l%, unremarkably commencement on 6th or 7th grade.^[7]

Types of instruction [edit]

• In foreign language experience or exploratory (FLEX) programs, students are exposed to a different language(southward) and civilisation(south) in the classroom. A small per centum of class time is spent sampling ane or more languages and/or learning about language and so proficiency in the target language is non the chief goal.^[8] The goals of the program are to develop careful listening skills, cultural and linguistic awareness, and interest in strange languages for hereafter language report, likewise as to learn basic words and phrases in one or more strange languages.^{[eight] [9]}
• In foreign language in the elementary schools (FLES) programs, students focus on listening, reading, writing and speaking in the target language.^[viii] In dissimilarity to FLEX programs, proficiency in the target linguistic communication is the primary goal, but a secondary goal is to expose students to the foreign language's civilisation.^{[viii] [9]}
• In submersion programs, bilingual students generally receive all of their instruction in their L2. Such programs are oftentimes referred to sink-or-swim programs because there is little support for the students' L1.^[ten]
• In ii-style immersion programs, also chosen dual- or bilingual immersion, the student population consists of speakers of ii or more languages. 2-way immersion programs in the US promote L1 speakers of a language other than English to maintain that language also as to teach English as a 2nd language (ESL).^[xi] In addition, such programs allow L1 speakers of English to be immersed in a "foreign language acquisition environment."^[8]
• In early-exit programs, bilingual students transition from a bilingual program to a mainstream classroom at an early historic period (around 7 or 8).^[10] Such programs are supported by the belief that bilingual children will benefit the most from transitioning into a mainstream classroom as early as possible.^[ten]
• In late-exit programs, bilingual students transition from a bilingual program to a mainstream classroom at a later historic period (around ten or 11).^[ten] Such programs are supported by the belief that bilingual children will do better academically from being supported in both languages.^[10]

Location [edit]

People may too relocate temporarily to receive language immersion, which occurs when they move to a place inside their native country or away that their native linguistic communication is non the bulk language of that community. For instance, Canadian anglophones go to Quebec (see Explore and Katimavik), and Irish gaelic anglophones become to the Gaeltacht. Often, that involves a homestay with a family that speaks only the target language. Children whose parents emigrate to a new country as well observe themselves in an immersion environment with respect to their new language. Some other method is to create a temporary environment in which the target language predominates, as in linguistic summer camps like the "English language villages" in Due south Korea and parts of Europe.

Study abroad can also provide a stiff immersion surround to increase language skills. All the same, many factors may affect immersion during study away, including the amount of strange-language contact during the program.^[12] To impact competence in the target language positively, Celeste Kinginger notes, research virtually language learning during study abroad suggests "a need for language learners' broader date in local communicative practices, for mindfulness of their situation as peripheral participants, and for more nuanced sensation of language itself."^[xiii]

Implementation [edit]

The task of organizing and creating such a plan can exist daunting and problematic, with everything from planning to district budget posing issues. One method of implementation proposed by the Centre for Advanced Enquiry on Linguistic communication Conquering is a stage-in method, which starts with the lowest year participating in the program as the just yr and adds a new grade of students into the programme each yr, working upwardly towards high schoolhouse.^[14] This slow incorporation of an immersion programme is useful for schools with limited funding and those who are skeptical virtually the benefits of such a plan because it allows for yearly evaluation and, if it were to fail from the beginning, the impact of the loss is less significant.

The method of implementation is crucial to the success of the program, every bit the RAND Establish has concluded that the final result of these programs is positive, but only so long as implemented correctly, meaning consistency and strict adherence to the curriculum in the classroom.^[xv]

Stages of language acquisition [edit]

• Pre-production: as well called "the silent flow," this flow lasts 10 hours to six months in language immersion surround. Students may accept about 500 receptive words in their listen but cannot speak the language yet. During this mimicking flow, students are likely to repeat everything that they heard in course and tin can respond to pictures and yes-or-no questions by using their gestures similar nodding or shaking their head. The class must integrate pictures and physical response methods.^[6]
• Early on Product, in which students can chief almost 1000 receptive and active words, lasts 6 months after the pre-production stage. Students can reply simple questions, like yes-or-no questions. They also can echo and utilise 2-word phrases. They might non apply patterns correctly, but they tin discover the problem. This is a cocky-discovery flow.^[sixteen]
• Speech Emergence, in which students will have about 3000 active words, lasts one year after the early production stage. Students can answer unproblematic questions and use iii or more than words in simple phrase and patterns. Students can understand the full general thought of a story with pictures and may not be able to use the patterns correctly, but they can correct some of them past themselves. This is also called a cocky-correcting flow. Teachers focus on conversations in class during this stage.^[16]
• Intermediate Fluency, in which students have virtually 6000 words in their active vocabulary. This phase final one yr later speech emergence. Students get-go to use complex sentences in their speaking and writing and as well know how to respond to other people's questions. Information technology is not hard for them to use the target language to learn math and science. Students are starting time to utilize more circuitous sentences when they speak and write, and they are willing to express opinions and share their thoughts. They inquire questions to clarify what they are learning in class. More culture and literature is taught in this stage.^[16]
• Advanced Fluency (likewise called Continued Linguistic communication Development),^[17] which requires students to know most content expanse vocabulary, lasts from 4 to 10 years. Information technology is an accomplishment of cognitive academic linguistic communication proficiency in the target linguistic communication. Students' second-language ability has arrived to become near the native level.^[16]

Outcomes [edit]

Studies have shown that students who study a strange language in school, especially those who start in elementary schoolhouse, tend to receive higher standardized examination scores than students who have not studied a foreign linguistic communication in school.^[18] According to boosted inquiry, learning some other language tin also aid students exercise better in math, focusing, and remembering.^[19] Students who study strange languages also tend to have increased mental capabilities, such as creativity and higher-order thinking skills (encounter cerebral advantages of bilingualism) and have advantages in the workplace, such as higher salary and a wider range of opportunities, since employers are increasingly seeking workers with knowledge of dissimilar languages and cultures.^[twenty] Bilingual immersion programs are intended to foster proficiency or fluency in multiple languages and therefore maximize these benefits. Fifty-fifty if fluency in the desired language is not fully attained, bilingual immersion programs provide a strong foundation for fluency later in life and assistance students proceeds appreciation of languages and cultures other than their own.^[21]

There are no long-term adverse effects of bilingual instruction on the learning of the majority language, regardless of whether the students' kickoff linguistic communication (L1) is a bulk or a minority language or of the organisation of the educational program. Several observed outcomes of bilingual education are the transfer of bookish and conceptual cognition across both languages, greater success in programs that emphasize biliteracy as well every bit bilingualism, and meliorate developed second-language (L2) literary skills for minority students than if they received a monolingual educational activity in the majority language.^[22]

Language immersion programs with the goal of fostering bilingualism, Canada's French-English language bilingual immersion program existence 1 of the beginning, initially reported that students receive standardized test scores that are slightly below average. That was true in Canada's program, but past Grade 5, there was no difference between their scores and the scores of students who were instructed just in English. The English language spelling abilities soon matched those of the English-merely students. Ultimately, students did non lose whatever proficiency in English and were able to develop native-like proficiency in French reading and comprehension but they did not quite accomplish native-like proficiency in spoken and written French. However, the immersion program is seen equally providing a strong foundation for oral French fluency afterwards in life,^[10] and other similar programs that might non fully reach their projected goals may as well exist seen in the same calorie-free.

Programs with the goal of preserving heritage languages, such as Hawaii's language immersion program, have likewise reported initial outcomes of below-average test scores on standardized tests. However, the low test scores may not accept been acquired by purely language-related factors. For example, there was initially a lack of curriculum material written in Hawaiian, and many of the teachers were inexperienced or unaccustomed to teaching in Hawaiian. Despite the initial drawbacks, the Hawaiian programme was overall successful in preserving Hawaiian as a heritage language, with students in the program being able to speak Hawaiian fluently while they learned reading, writing, and math, which were taught in Hawaiian.^[23]

Partial immersion programs do non take the initial lag in achievement of the programs of Canada and Hawaii only are less effective than full immersion programs, and students generally do not achieve native-like L2 proficiency.^[24]

Issues [edit]

• The design of exposure time for each language

The first effect is the allocation of time given to each linguistic communication. Educators have idea that more exposure to the students' L2 volition pb to greater L2 proficiency,^[25] only it is difficult for students to learn abstract and circuitous concepts only by L2. Dissimilar types of language immersion schools allocate different fourth dimension to each linguistic communication, but there is still no bear witness to prove that whatsoever particular fashion is best.^[26]

• The challenges of curriculum, instruction, and instructors

In the United States, state and local government only provide curriculum for teaching students in only i language. There is no standard curriculum for language-immersion schools.^[27]

As well, the states do not provide assist in how to promote biliteracy. Bilingual teaching has been also little researched. The report of the Council of the Keen City Schools in 2013 has shown that half of the metropolis schools lack professional person bilingual didactics instructors.^[28]

• Bilingual proficiency

There are challenges to developing high proficiency in two languages or residue in bilingual skills, especially for early immersion students. Children complete the development of their get-go language by the historic period 7, and L1 and L2 bear on each other during language evolution.^[29] High levels of bilingual proficiency are hard to achieve. Students with more exposure are better. For second-language immersion schools, immersion too early in a second language leads students to neglect to exist proficient in their start linguistic communication.

Past state [edit]

Canada [edit]

As of 2009, most 300,000 Canadian students (roughly 6% of the school population) were enrolled in immersion programs. In early immersion, L1 English-speakers are immersed in French in their education for 2 to three years prior to formal English language education. This early exposure prepares Canadian L1 English speakers for the 4th class, when they begin to be instructed in English language 50% of the time and French the other fifty%.^[10]

United States [edit]

In the Us and since the 1980s, dual immersion programs have grown for a number of reasons: competition in a global economy, a growing population of 2d-language learners, and the successes of previous programs.^[30] Language immersion classes can now be found throughout the U.s., in urban and suburban areas, in dual-immersion and single-language immersion, and in an array of languages. As of May 2005, in that location were 317 dual immersion programs in U.s.a. unproblematic schools, providing instruction in 10 languages, and 96% of those programs were in Spanish.^[31]

Hawaii [edit]

The 1970s marked the commencement of bilingual education programs in Hawaii. The Hawaiian Language Program was geared to promote cultural integrity by emphasizing native-language proficiency through heritage language bilingual immersion instruction. By 1995, there were 756 students enrolled in the Hawaiian Language Immersion Program from Thousand to eight. The program was taught strictly in Hawaiian until Grades 5 and vi, when English was introduced as the language of instruction for one hr per day. The Hawaiian Linguistic communication immersion Program is still in outcome today for K-12. With an emphasis on language revival, Hawaiian is the primary medium of instruction until Grade 5, when English is introduced but does non usurp Hawaiian as the main medium of educational activity.^[23]

Mexico [edit]

A study past Hamel (1995) highlights a school in Michoacan, United mexican states, which focuses on two bilingual simple schools in which teachers built a curriculum that taught all subjects, including literature and math, in the children's L1: P'urhepecha. Years after the curriculum was implemented in 1995, researchers conducted a study comparing L1 P'urhepecha students with L1 Spanish students. Results plant that students who had acquired L1 P'urhepecha literacy performed better in both languages (P'urhepecha and Spanish) than students who were L1 Spanish literate.^[10]

New Zealand [edit]

New Zealand shows another example of heritage bilingual immersion programs. Established in 1982, full Māori-language immersion education strictly forbids the use of English in classroom education fifty-fifty though English language is typically the students' L1. That has created challenges for educators considering of the lack of tools and underdeveloped bilingual didactics strategy for Māori.^[x]

Malawi and Zambia [edit]

A study past Williams (1996) looked at the effects bilingual education had on ii unlike communities in Malawi and Zambia. In Republic of malaŵi, Chichewa is the master language of teaching, and English is taught as a separate course. In Republic of zambia, English is the main language of instruction, and the local language, Nyanja, is taught as a separate class. Williams's study took children from six schools in each country in Course five. He administered ii tests: an English-language reading exam, and a mother-natural language reading examination. I result showed that there was no significant difference in the English reading ability between the Zambian and Malawian school children. However, in that location were significant differences in the proficiency of mother natural language reading ability. The results of the study showed that the Malawian students did better in their mother tongue, Chichewa, than Zambian children did in their mother tongue, Nyanja.^[10]

See also [edit]

• Bilingual education
• English hamlet
• French immersion
• Gaelscoileanna, Irish language immersion
• Kura Kaupapa Māori, Maori linguistic communication immersion
• Multilingualism
• Native Language Immersion Pupil Achievement Human action

References [edit]

1. ^ Middle for Applied Linguistics. (2011). Directory of foreign linguistic communication immersion programs in U.S. schools. Retrieved Apr 1, 2017, from http://webapp.cal.org/Immersion/.
2. ^ Zuidema, J. (2011). French-Speaking Protestants in Canada : Historical Essays. Leiden: Brill NV.
3. ^ Eye for Applied Linguistics. (2011). Directory of strange language immersion programs in U.S. schools. from http://www.cal.org/resource/immersion/
4. ^ Nanchen, Giliane (August 2017). "2d linguistic communication performances in elderly bilinguals and individuals with dementia: The role of L2 immersion" (PDF). Journal of Neurolinguistics. 43: 49–58. doi:10.1016/j.jneuroling.2016.09.004. S2CID 53194724.
5. ^ Nascimento, F. C. (2017). Benefits of Dual Language Immersion on the Academic Achievement of English language Language Learners. International Periodical of Literacies, 24(1), 1-15.
6. ^ ^{a b} Cervantes-Soon, C. G. (2014). A Critical Wait at Dual Language Immersion in the New Latin@ Diaspora. Bilingual Inquiry Journal, 37(1), 64-82.
7. ^ Dicks, J. and Lee Kristmanson, P. (2008). French Immersion: When and Why? THE STATE OF FRENCH-SECOND-Language EDUCATION IN CANADA 2008, p. 1.
8. ^ ^{a b c d e} Hummel, Kirsten M. (2013). Linguistics in the World : Introducing 2nd Language Conquering : Perspectives and Practices. Somerset, US: Wiley-Blackwell. pp. 41–fifty. ISBN9780470658031.
9. ^ ^{a b} 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)
10. ^ ^{a b c d e f g h i j} Cummins, J. (2009). Bilingual and Immersion Programs. The Handbook of Linguistic communication Teaching. Malden, MA: Wiley-Blackwell.
11. ^ Potowski, Kim (2007). Bilingual Education & Bilingualism S. : Language and Identity in a Dual Immersion School. Clevedon, GB: Multilingual Matters. pp. one–11. ISBN9781853599446.
12. ^ Wilkinson, Sharon (Fall 1998). "On the Nature of Immersion During Study Abroad: Some Participant Perspectives" (PDF). Frontiers: The Interdisciplinary Journal of Study Away. iv (two): 121–138. doi:10.36366/frontiers.v4i1.65.
13. ^ Kinginger, Celeste (March 1, 2011). "Enhancing Language Learning in Report Abroad". Annual Review of Applied Linguistics. 31: 58–73. doi:x.1017/S0267190511000031. ISSN 1471-6356.
14. ^ Barr-Harrison, P. (1998). "Thousand-12 Immersion Programs: Articulation and Implementation". The ACIE Newsletter. 1 . Retrieved November 11, 2020.
15. ^ Li, J.; Steele, J.; Slater, R.; Salary, 1000.; Miller, T. "Implementing 2-Manner Dual-Language Immersion Programs". Retrieved November 11, 2020.
16. ^ ^{a b c d} Housen, A., & Pierrard, Thou. (2005). Investigations in Instructed 2d Language Acquisition. Berlin: De Gruyter Mouton.
17. ^ Giacalone Ramat, A. (2003). Typology and Second Linguistic communication Conquering. Berlin: De Gruyter Mouton.
18. ^ Armstrong, Penelope West.; Rogers, Jerry D. (1997). "Basic skills revisited: The effects of foreign language instruction on reading, math, and language arts". Learning Languages. two: 20–23.
19. ^ [Benefits of a Bilingual Encephalon Infographic - eastward-Learning Infographics. (2014, January 31). Retrieved November 07, 2020, from https://elearninginfographics.com/benefits-of-a-bilingual-brain-infographic/ "Benefits of a Bilingual Brain"]. due east-Learning Infographics . Retrieved Nov eleven, 2020.
20. ^ Morris, Bernadette. "Why Study a Foreign Language?".
21. ^ Riestra, Miguel A.; Johnson, Charles Due east. (September 1, 1964). "Changes in Attitudes of Elementary-School Pupils Toward Foreign-Speaking Peoples Resulting From the Study of a Foreign Language". The Journal of Experimental Pedagogy. 33 (i): 65–72. doi:10.1080/00220973.1964.11010856. ISSN 0022-0973.
22. ^ Skutnabb-Kangas, Tove; Phillipson, Robert; Mohanty (2009). Linguistic Variety and Language Rights : Social Justice through Multilingual Education. Ajit. pp. 20–21. ISBN9781847691910.
23. ^ ^{a b} Pacific Policy Research Center. 2010. Successful Bilingual and Immersion Pedagogy Models/Programs. Honolulu: Kamehameha Schools, Inquiry & Evaluation Division
24. ^ Campbell, Russell N.; Gray, Tracy C.; Rhodes, Nancy C.; Snowfall, Marguerite Ann (March one, 1985). "Strange Language Learning in the Elementary Schools: A Comparing of Three Language Programs". The Modernistic Language Journal. 69 (1): 44–54. doi:10.1111/j.1540-4781.1985.tb02526.x. ISSN 1540-4781.
25. ^ Antoniou, M., Wong, P. One thousand., & Suiping, Westward. (2015). The Result of Intensified Linguistic communication Exposure on All-around Talker Variability. Journal of Speech, Language & Hearing Research, 58(iii), 722-727. doi:10.1044/2015_JSLHR-S-14-0259
26. ^ Duncan, T. S., & Paradis, J. (2016). English language learners' nonword repetition performance: the influence of age, L2 vocabulary size, length of L2 exposure, and L1 phonology. Journal of Speech, Language, and Hearing Research, (ane), 39. doi:10.1044/2015_JSLHR-L-14-0020
27. ^ Armstrong, D. One thousand. (2003). Curriculum today. Upper Saddle River, Due north.J.: Merrill Prentice Hall, c2003.
28. ^ Freeman, Y. S., & Freeman, D. East. (2015). Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals. Bingley, Britain: Emerald Group Publishing Limited. Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals. Bingley, United kingdom: Emerald Group Publishing Limited.
29. ^ Eckman, F. R. (1995). 2d linguistic communication acquisition : theory and didactics. Mahwah, N.J. : 50. Erlbaum Associates, 1995.
30. ^ Freeman, Yvonne (2005). Dual Language Essentials For Teachers and Administrators. Heinemann: Portsmouth, NH, 2005
31. ^ Potowski, Kim (2007). Bilingual Instruction & Bilingualism S. : Language and Identity in a Dual Immersion School. Clevedon, GB: Multilingual Matters. ISBN9781853599446.

• Anderson, H., & Rhodes, N. (1983). Immersion and other innovations in U.South. uncomplicated schools. In: "Studies in Language Learning, 4" (ERIC Document Reproduction Service No. ED 278 237)
• 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-i
• California. Office of Bilingual Bicultural Education (1984). "Studies on immersion pedagogy: a collection for U.s.a. educators". The Department.
• Criminale, U. (1985). "Launching foreign language programs in elementary schools: Highpoints, headaches, and how to's." Oklahoma Urban center, OK. (ERIC Document Reproduction Service No. ED 255 039)
• Pall, H., & Pesola, C.A. (1994). "Languages and children-Making the match. Foreign linguistic communication instruction in the elementary schoolhouse." White Plains, NY: Longman Publishing Group.
• Genesee, Fred (1987). Learning through two languages: studies of immersion and bilingual education. Newbury House Publishers.
• Lindholm-Leary, Kathryn J. (2001). "Dual linguistic communication education". Clevedon: Multilingual Matters. ISBN one-85359-531-4
• Maggipinto, Antonello (2000). Multilanguage acquisition, new technologies, educational activity and global citizenship Newspaper given in New York (Congress of AAIS-American Association for Italian Studies). Published on Italian Culture: Problems from 2000.
• Maggipinto, Antonello et al. (2003). Lingue Veicolari e Apprendimento. Il Contesto dell'Unione Europea... Bergamo: Inferior. ISBN 88-8434-140-X
• Ricci Garotti, Federica (a cura di) (1999). L'immersione linguistica. Una nuova prospettiva. Milano: Franco Angeli. Codice ISBN 88-464-1738-0
• Shapson, Stan & Mellen Mean solar day, Elaine (1996). "Studies in immersion instruction". Clevedon: Multilingual Matters. ISBN 1-85359-355-9
• Swain, Merrill & Lapkin, Sharon (1982). "Evaluating bilingual didactics: a Canadian instance report". Clevedon: Multilingual Matters. ISBN 0-905028-10-4
• Swain, Merrill & Johnson, Robert Keith (1997). "Immersion pedagogy: international perspectives". Cambridge University Press. ISBN 0-521-58655-0
• Thayer, Y. (1988). "Getting started with French or Castilian in the elementary schoolhouse: The toll in fourth dimension and coin." Radford, VA: Radford City Schools. (ERIC Document Reproduction Service No. ED 294 450)
• The Wingspread Journal. (July 1988). "Foreign linguistic communication instruction in the elementary schools." Racine, WI: The Johnson Foundation.
• Walker, Cheryl. "Foreign Language Study Of import in Uncomplicated School". Wake Forest University.
• Wode, Henning (1995)."Lernen in der Fremdsprache: Grundzüge von Immersion und bilingualem Unterricht". Hueber. ISBN iii-19-006621-three

Source: https://en.wikipedia.org/wiki/Language_immersion

Posted by: rolandindread.blogspot.com

Share this post