Relevant bibliographies by topics / Immersion method (Language teaching) Victoria

Academic literature on the topic 'Immersion method (Language teaching) Victoria'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Immersion method (Language teaching) Victoria"

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Саакян, Л. Н. "RUSSIAN AS A FOREIGN LANGUAGE FOR ADVANCED NON-PHILOLOGISTS: IMMERSION METHOD." Russkii iazyk za rubezhom, no. 4(293) (August 30, 2022): 99–102. http://dx.doi.org/10.37632/pi.2022.293.4.014.

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В статье анализируются методические основы метода погружения как рабочей среды для обучения РКИ в контексте межкультурной коммуникации. Рассматривается социокультурная составляющая современного и актуального языкового материала, на базе которого происходит формирование коммуникативной компетенции и умений и навыков межкультурной коммуникации учащихся, что должно быть положено в основу современных национально ориентированных средств обучения РКИ. The article analyzes the methodological foundations of the immersion method as a working environment for teaching Russian as a foreign language in the context of intercultural communication. The article considers the socio-cultural component of modern and relevant language material, on the basis of which the formation of communicative competence and skills of intercultural communication of students takes place, which should be the basis of modern nationally-oriented means of teaching Russian as a foreign language.
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Dolean, Dacian Dorin, and Andreea Dolghi. "Teaching Young FL Learners New Vocabulary: A Comparison between the Efficiency of Keyword Method and Total Physical Response." International Journal of English Linguistics 6, no. 6 (November 24, 2016): 1. http://dx.doi.org/10.5539/ijel.v6n6p1.

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<p>Teaching a foreign language to young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.</p>
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Khorasgani, Amir Toghyani. "Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method." International Journal of Evaluation and Research in Education (IJERE) 6, no. 2 (June 1, 2017): 150. http://dx.doi.org/10.11591/ijere.v6i2.7593.

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Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.
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FOKINA, JULIA M., and NADEZHDA V. PORSHNEVA. "TBL METHOD IN INTENSIVE FOREIGN LANGUAGE EDUCATION SYSTEM AT THE UNIVERSITY." HUMANITARIAN RESEARCHES 76, no. 4 (2020): 159–65. http://dx.doi.org/10.21672/1818-4936-2020-76-4-158-164.

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This article discusses the features of the personal-oriented training methodology TBL (Task-Based Learning), which is based on communicative tasks with the aim of immersion in the language environment. The authors of the article emphasize the advantages of the TBL method compared to traditional methods of teaching English in the university system. In the article the features of group work at the lessons of English are revealed and the factors which influence on its efficiency are formulated. The TBL method is actively used by the authors in their work with students of economic specialties, the experience of implementing the method is also reflected in the analysis of one of the communicative situations.
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Wong, Ruth Ming Har. "Immersion and Motivation to Become Teachers: A Comparative Study." Theory and Practice in Language Studies 9, no. 5 (May 1, 2019): 510. http://dx.doi.org/10.17507/tpls.0905.04.

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This study aims to investigate and compare the relationship between immersion and motivation in two different groups of student teachers who enrolled in an immersion programme. With a group of student teachers whose social and cultural backgrounds are different – one group is from Mainland China and one is from Hong Kong – though they both are of Chinese ethnicity and speak the same Chinese variety, the reasons behind their studying a postgraduate programme and going on an immersion can be different. The method of data collection adopted for this study was a qualitative paradigm. In-depth interviews, both pre- and post-immersion, were conducted. Participants were also encouraged to send e-mails to the researcher during immersion that reflected on their experience. Results show that Mainland participants were motivated by desires to enhance their pedagogical knowledge in EFL teaching in order to satisfy implementation constraints in their homeland. In contrast, Hong Kong participants were primarily interested in improving their language proficiency in order to satisfy the mandatory language assessment required for graduation. Both groups, however, saw cultural enrichment as their secondary reason for undertaking immersion, in that it allowed them to better understand the culture behind the language and thus become better English teachers.
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Toghyani Khorasgani, Amir, and Mansour Khanehgir. "TEACHING NEW VOCABULARY TO IRANIAN YOUNG FL LEARNERS: USING TOTAL PHYSICAL RESPONSE AND KEYWORD METHODS." International Journal of Education 10, no. 1 (September 3, 2017): 60. http://dx.doi.org/10.17509/ije.v10i1.5961.

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Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.
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Goncharova, Natalya A., and Alexey V. Medvedev. "The method of projects as a progressive method of teaching foreign language communication in the mainstream of modern education." Tambov University Review. Series: Humanities, no. 5 (2022): 1209–16. http://dx.doi.org/10.20310/1810-0201-2022-27-5-1209-1216.

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It is proved that the fundamental purpose of teaching a foreign language is the formation of a foreign language communicative competence, that is, the ability to communicate with representatives of a foreign language culture, within which it is necessary to activate the main types of foreign language speech activity: speaking, listening, reading, writing. It is proved that the development of foreign language communicative competence is impossible without addressing the peculiarities of foreign culture. The experience of teaching foreign languages shows that it is often difficult for students to formulate an integral, logical and complete statement on their own due to the difference in cultural differences at the verbal and non-verbal levels of communication. The main difficulties are related to the fact that comprehensive knowledge of a foreign language is necessary for the implementation of foreign language communication, the formation of which is becoming particularly relevant in the conditions of modern education. In connection with the above, the question of finding an effective methodology for the development of foreign language communicative competence is raised. It is assumed that the project method allows you to build the learning process in such a way that students will be placed in conditions as close as possible to the conditions of real communication, which, in turn, will contribute to immersion in the specifics of someone else's culture. In addition, the project method allows solving the problem of the formation of an educational motive, since the mentioned method implements the principles of personality-oriented learning, according to which students can choose the topic of a lesson in a foreign language that will correspond to the sphere of their interests.
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BELOUS, Elena S., and Ksenia A. BELOKONEVA. "IMMERSION IN A NEW LINGUISTIC AND CULTURAL REALITY: AN EXCURSION METHOD IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." Primo Aspectu, no. 4 (2022): 92–98. http://dx.doi.org/10.35211/2500-2635-2022-4-52-92-98.

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Danilin, Roman A. "Stages of teaching foreign language intercultural communication of students based on the case method." Tambov University Review. Series: Humanities, no. 193 (2021): 47–57. http://dx.doi.org/10.20310/1810-0201-2021-26-193-47-57.

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One of the methods of problem learning is the case method. It consists in the fact that students are invited to study a specific problem and are invited to discuss and identify ways to solve it. The case method was originally developed for the training of lawyers and economists, and relatively recently began to be used in foreign language teaching. We briefly review the history of the development of the case method, analyze and summarize research on the organization of project work of students on the basis of modern pedagogical and information-communication technologies, and on the basis of this analysis, stages and detailed steps for using the case method are proposed in teaching students foreign language intercultural communication. There are three such stages: organizational, procedural and evaluative. Within each of the stages, several steps are proposed: 1) immersion in project activities based on the case method; 2) discussion of information security issues; 3) acquaintance with the materials of the case; 4) discussion of case materials; 5) search and study of additional sources for describing the problem and ways to solve it; 6) dis-cussion of case materials and development of a decision on it; 7) presentation of the solution for the case; 8) self-assessment of students and assessment of their teamwork on the case; 9) reflec-tion. We describe in detail the functions of the teacher and students at each stage.
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Stepanechko, Oksana. "MODERN AND TRADITIONAL TEACHING METHODS OF ENGLISH FROM THE PERSPECTIVE OF OWN TEACHER’S EXPERIENCE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 14(82) (August 29, 2022): 127–29. http://dx.doi.org/10.25264/2519-2558-2022-14(82)-127-129.

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Considering the constant changes that take place in the modern world and, consequently, the psychological characteristics of the learning generation, there is a need to analyze and improve methods of teaching English. Analysis of the theoretical basis of the traditional and modern approaches and methods at different stages of language learning and the author’s own experience allows for optimizing knowledge and teaching practice to create the most effective conditions for foreign language learning. The theoretical foundations of methodologists and scientists (S. Thornby, J. Richards and T. Rogers, M. Reno, and J. Will), who studied both “forgotten” and modern methods widely used to teach students today, are analyzed. Therefore, the main attention was paid to the latest methods of teaching a foreign language and their application in our own practice to test their effectiveness. The methodological basis and application of combined methods in classes with students (immersion, project method, task-based method, and inquiry-based method), led to the conclusion that the rational and situational use of appropriate and acceptable methods in English classes requires creative teaching approach. Whereas pedagogy and methodology are sciences and arts simultaneously, the flexibility in choosing the proper methods for specific situations gives the highest efficiency and effectiveness in teaching and learning English and motivates students.
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Dissertations / Theses on the topic "Immersion method (Language teaching) Victoria"

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Ballinger, Susan. "Oral language use in dual immersion classrooms." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19390.

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This cross-sectional inquiry examines first-, third-, and eighth-grade dual immersion students' use of Spanish and English when interacting with their teachers and peers in a U.S. school. Findings are based on classroom interactions, student and teacher interviews, and student questionnaires intended to determine when students diverged from using the language of instruction and whether their age or language background affected their language use. In addition, teachers' impact on student language use is examined, and other factors affecting language use—such as the length of a students' stay in the United States—are discussed. An overall preference for English was found among first and third graders, while eighth graders spoke more Spanish to their peers and teachers. Findings indicate that this language behavior may have been more than a function of the students' age. It appeared to be linked to students' language background, teaching activities that promoted students' positive identification with Spanish language and Hispanic culture, the absence of native English speakers, and the presence of Spanish-dominant newcomers.
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McWhinney, Heather L. "Early immersion students' first language literacy at home and at school." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33303.

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This study investigates students', parents' and teachers' beliefs about first language literacy experiences at home and at school. Written questionnaires and interviews were used as tools of inquiry. The students were grade five, majority language students in an early immersion program. Students, parents and teachers were asked about their beliefs on first language reading development, literacy experiences at home as well as at school, second language impact on first language and related topics.
Results showed that all students in the study had similar types of literacy experiences at home, regardless of reading ability. By adhering to an Emergent Literacy perspective, parents provided many diverse opportunities for their child(ren) to engage in literacy activities at home. The school had similar views about the importance of literacy practices. Students' literacy experiences at home appear to be in synchrony with their literacy experiences at school. This finding aligns with the aims of a Social Construction of Literacy perspective.
Learning to read in a second language did not hinder a child's development of first language reading, although for students having difficulty reading in the first language, the addition of a second language seemed to pose some difficulties for some students.
Recommendations are made for future research into family literacy in immersion programs and a follow up study. Research on individual differences among siblings could provide insight into why some children appear to have difficulties reading in their first language while others do not. A follow up study on some or all of the participants would provide continuing data on immersion students' literacy at home and at school.
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McGrath, Melanie Dawn. "An administrator's guide to implementing effective dual immersion programs." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3191.

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This project fills a void in the area of dual immersion program implementation. Although there are general guidelines that exist, there is a paucity of specific guidelines that explicitly delineate the implementation of these critical components in the current accountability climate. We need to move beyond general categories and tailor them to the unique needs program models within situated contexts.
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Riddick, L. Alline Bagley. "A comparison of student performance in partial immersion and FLES programs." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39769.

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Reed, Julian. "Promoting collaborative dialogue in the immersion classroom." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262762.

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Cadez, Ronald V., and University of Lethbridge Faculty of Education. "Student attrition in specialized high school programs : an examination of three French immersion centres." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/340.

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Student attrition has always been a problem for French immersion programs, especially at the high school level. In response to a lack of current research, this study seeks to discover if the problem persists. It also examines how today's French immersion high schools are dealing with other problem areas identified in research done in the past. These areas include, among others, students' learning challenges, behavioural challenges, and difficulties with the French language. The study documents the attrition rates from 1990 to 2004 in three high schools in Manitoba that are French immersion centres. In an effort to understand why students remained or left the immersion programs, 35 teachers, 220 current students, and 18 former students who have left the program to attend English schools were surveyed. All three sample groups' perceptions of the program show that while many things that were considered problematic in the literature are no longer a concern, other issues continue to persist. Furthermore, the data show that male and female students tend to leave the French immersion program for different reasons. However, the common motive that instigates the decision to leave appears to be the perception that higher grades can be achieved in an English school.
xi, 161 leaves ; 29 cm.
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Armstrong, Robert A. 1969. "The fifth competence : discovering the self through intensive second language immersion." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30142.

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This inquiry examines observations made by nine former participants in the 1996 Dalhousie University Summer Language Bursary Program (SLBP) in Halifax, Nova Scotia. The SLBP is a five-week residential total second language immersion characterized by its intensity. In individual interviews, the informants were encouraged to explore whether and to what extent they had perceived changes in themselves as a result of their participation in the immersion program. These changes were not related to target-language proficiency. Rather, they focused primarily on aspects of the informants' self-perceived or other-perceived identities, which are conceived of as contextual, multiple, fluid and dynamic. Analysis of these observations indicates that changes to identity may indeed be an important byproduct of intensive second language immersion. Elements of such personal growth include perceived increases in participants' senses of resourcefulness, self-confidence, wanderlust, autonomy, open-mindedness, and sociability. Informants also enumerate the SLBP's unique factors which promote changes in self-perception. Changes in participants' perspectives on identity are not viewed simply as incidental immersion outcomes. Rather, they are viewed as components of 'personal competence', both as factors in and results of successful participation in residential total second language immersion.
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Ferguson, Michele Carey. "The formulation and expansion of an alternative education program (Spanish immersion) : an institutional-political analysis /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7620.

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Davies, Susan. "English language skills of minority language children in a French Immersion program." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24625.

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The purpose of this study was to determine the English language skills of minority language children (experimental group) in a early total French Immersion program by comparing them with those of English-speaking children in French Immersion (English control group), and with those of minority language children in a regular English program (minority control group). Ten grade one children comprised each of the three groups of children. Listening comprehension of English was assessed using two standardized tests of English comprehension (the Peabody Picture Vocabulary Test and the Token Test for Children). English speaking skills were assessed using the Clark-Madison Test of Oral Language (a standardized test) and a ten to fifteen minute language sample. English metalinguistic skills were assessed with a phoneme deletion task used by Rosner & Simon (1971) and with two tasks used by Pratt, Tunmer & Bowey (1984): a morpheme correction task and a word order correction task. Questionnaires were used to assess attitudes towards the minority language and culture and to determine the children's home and language background. It was hypothesized that the English language skills of the experimental group would be at least as good as those of the English control group and the minority control group. The results supported the hypotheses. The experimental group did as well as the English control group on all of the measures of English comprehension and production tested. The minority control group scored lower than the English control group on all measures of English comprehension and production. They scored lower than the experimental group on the comprehension of complex commands and on the Clark-Madison Test of Oral Language. The three groups scored similarly on all of the metalinguistic tasks except on the morpheme correction task, where the minority control group scored lower than the English control group. Results support the suitability of early total French Immersion for minority language children who have their first language and culture valued and maintained.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Machado-Casas, Margarita Esperanza. "Two-Way Immersion: Parental choice for a successful and culturally diverse future." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2366.

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This study focuses on parental choice for student placement in Two-Way Immersion classes as optional bilingual education. Parents who have their children enrolled in a TWI program in Banning, California responded to a questionnaire and were interviewed about their decision. The analysis of the data indicates that parents value cultural diversity and second language acquisition.
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Books on the topic "Immersion method (Language teaching) Victoria"

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Clarke, Anne Burrows. French immersion language arts guidelines. Willowdale, Ont: Metropolitan Toronto School Board, 1988.

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Parkin, M. Middle immersion study 1988. Ottawa: Research Centre, Ottawa Board of Education, 1989.

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Kinberg, Margot. Perspectives on foreign language immersion programs. Lewiston: E. Mellen Press, 2001.

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Mougeon, Raymond. The sociolinguistic competence of immersion students. Buffalo, N.Y: Multilingual Matters, 2010.

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Board, Edmonton Public School. Program review: French immersion: Summary report. Edmonton, AB: Edmonton Public Schools, 2002.

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Unitt, J. The middle immersion programme: Update 1989. Ottawa: Ottawa Board of Education, 1989.

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Education, Alberta Alberta. Language learning in French immersion classrooms in the transition year: Information for language learning teachers. [Edmonton, Alta.]: Alberta Education, 1992.

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Lapkin, Sharon. French immersion research agenda for the 90s. [Toronto]: Modern Language Centre, Ontario Institute for Studies in Education, 1989.

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Heller, Monica. French immersion in Canada: A model for Switzerland. Toronto, Ont: CREFO, IEPO, 1990.

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Kimbrough, Ted D. Dual language immersion program models, elementary school. Chicago: Board of Education, 1991.

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Conference papers on the topic "Immersion method (Language teaching) Victoria"

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Harahap, Nursaima, Siti Meutia Sari, Yulia Rizki Ramadhani, Rizka Safriyani, and Rosni Harahap. "Using Rosetta Stone Media Through the Dynamic Immersion Method to Improve Vocabulary Mastery for Junior High School Students." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.019.

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Mukhametkaliyeva, Saya. "VIRTUAL REALITY IN TEACHING OF FOREIGN LANGUAGES." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(23).

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The study of the mechanisms of language and speech abilities has shown that the most effective method of learning a foreign language is the method of full immersion, since students enter the natural language environment and are in it constantly. But the learning process in the classroom, no matter how organized and communicative it may be, cannot replace the real teaching experience. Since the most important factors for effective learning of a foreign language are the language environment and motivation, therefore, the development of new motivational language learning environments, including virtual reality (VR), is the main elements of the learning process. In such an educational space, virtual reality helps students to understand phenomena and situations that cannot be understood and explained using traditional methods in order to become part of the real world through modeling. In general, virtual reality is an ideal learning environment, and the possibilities of its technologies for learning have an extremely high potential for application
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