Relevant bibliographies by topics / Immersione bilingue

Academic literature on the topic 'Immersione bilingue'

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Published: 9 March 2023
Last updated: 11 March 2023

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Journal articles on the topic "Immersione bilingue"

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Verde Peleato, Irene. "Educación bilingüe en EE.UU. Estudio de casos de una escuela primaria." Estudios sobre Educación 21 (December 9, 2011): 139–58. http://dx.doi.org/10.15581/004.21.4426.

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Los Estados Unidos de América son por su historia una nación lingüística y culturalmente diversa desde sus orígenes, lo que ha obligado a la administración a atender a los grupos minoritarios y a dar respuestas adecuadas a sus necesidades educativas. Este trabajo arranca con un recorrido por lo que ha supuesto la política estadounidense en materia de instrucción lingüística a los hijos de los inmigrantes. Exponemos las respuestas de educación bilingüe que se han ido dando a las minorías. Desde una investigación que responde al diseño de estudio de casos hemos analizado una escuela bilingüe del condado de Los Ángeles en California. La escuela responde al modelo Two-Way Immersion/Dual Language Immersion1. Este modelo busca integrar a las minorías lingüísticas con la mayoría dominante y conseguir que siguiendo instrucción en dos lenguas ambos grupos sean bilingües y desarrollen actitudes de respeto hacia otras culturas. El modelo TWI/DLI puede ser de ayuda en la implantación de las líneas de educación bilingüe/plurilingüe en algunas comunidades autónomas que comienzan su andadura en este ámbito.
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Durepos, Jessica. "uOttawa French Immersion Students' Linguistic Identities: The Duality of their Positionings." OLBI Working Papers 9 (June 22, 2018): 51–75. http://dx.doi.org/10.18192/olbiwp.v9i0.2320.

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An important yet still relatively under researched area of research in immersion studies includes post-secondary immersion research and is increasingly warranted in order to better understand the student experiences of these student. The participants of this case study find themselves in a pivotal life moment as they are transitioning from the K-12 immersion education system to a bilingual post-secondary institution. During this transition, the study examines how Régime d'immersion en français students at the University of Ottawa position themselves and are positioned (Davies & Harré, 1990) towards Francophone language and culture. This study reports on the experiences of three first-year undergraduate students of the Régime d'immersion en français in regards to their linguistic identities. Do they consider themselves as Bilingual, Multilingual, Francophone, Francophile, Anglophone, or Other? Moreover, do their Francophone peers legitimize or challenge these self-ascribed positionings? The study exposes the factors which influenced the linguistic positioning of the participants and comments on patterns in the factors which affected their linguistic identity in particular. Résumé Un domaine de recherche important, mais encore relativement sous-étudié pour la recherche en immersion concerne la recherche sur l'immersion universitaire. Encore plus, il y a peu de recherche qui étudie les expériences de ces étudiants en immersion universitaire. Les participants de cette étude de cas se retrouvent dans une période turbulente de leur vie, alors qu'ils passent du système d'enseignement en immersion de la maternelle à la 12e année à un établissement d'enseignement postsecondaire bilingue. Durant cette transition, l'étude examine comment les étudiants du Régime d'immersion en français de l'Université d'Ottawa se positionnent et sont positionnés (Davies et Harré, 1990) vers la langue et la culture francophones. Cette étude met le point de mire sur les expériences d'apprentissage de trois étudiantes de première année du premier cycle du Régime d'immersion en français avec accent particulier sur leur identité linguistique. Se considèrent-elles comme bilingues, multilingues, francophones, francophiles, anglophones ou autres? De plus, leurs pairs francophones légitiment-ils ou contestent-ils ces positionnements autoproclamés? L'étude expose les facteurs qui ont influencé le positionnement linguistique des participantes et explore ces facteurs qui ont particulièrement influencé leurs identités linguistiques.
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Thibeault, Joël, and Ian A. Matheson. "Investigating the Reading Strategies Used by French Immersion Pupils as They Engage With Dual-Language Children’s Books: A Multiple Case Study." in education 27, no. 1 (December 15, 2021): 41–60. http://dx.doi.org/10.37119/ojs2021.v27i1.503.

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Abstract As dual-language children’s books are becoming increasingly popular in language and literacy education, scholars are starting to zero in on how students construct meaning as they read these books. In this paper, in light of the previously mentioned body of literature, we present a qualitative study focusing on the reading strategies that three Grade 3 French immersion pupils schooled in Saskatchewan deployed when they read two types of dual-language books: translated, where the entire text appears in both English and French, and integrated, where passages in French organically complete those in English without providing the exact same information. This multiple case study highlights three distinct reading profiles, and shows how monolingual and cross-linguistic reading strategies can be used by the same student as they read a dual-language book. It also shows that some students were able to adapt their reading strategies as they engaged with different types of dual-language books, whereas others more frequently utilized the same strategies. Keywords: dual-language children’s books, reading strategies, French immersion Résumé Alors que les livres bilingues deviennent de plus en plus populaires en didactique des langues, la recherche commence à s’intéresser aux comportements cognitifs de l’élève qui s’engage dans la lecture de ces œuvres. Dans cet article, à la lumière de ces études, nous relatons les résultats d’une recherche qualitative visant à décrire les stratégies de lecture que trois élèves de 3e année scolarisés en Saskatchewan en immersion française déploient lorsqu’ils lisent deux types de livres bilingues : le livre traduit, dans lequel tout le texte apparait en français et en anglais, et le livre intégré, dans lequel le texte en français complète celui en anglais, sans toutefois offrir au lecteur la même information. Cette étude de cas multiple relève donc trois profils distincts de lecteur et, par son entremise, nous montrons comment des stratégies de lecture monolingues et translinguistiques peuvent être utilisées par un même élève lorsqu’il lit un livre bilingue. Nous révélons en outre que certains élèves sont à même d’adapter leurs stratégies de lecture selon le type de livre bilingue lu, tandis que d’autres font fréquemment usage des mêmes stratégies. Mots-clés : livres bilingues, stratégies de lecture, immersion française
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Flynn, Peggy. "Student Motivation, Identity and Investment Construction in French Immersion Studies at the University of Ottawa." OLBI Working Papers 9 (June 22, 2018): 77–88. http://dx.doi.org/10.18192/olbiwp.v9i0.2318.

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AbstractThis article focusses on the motivating factors behind the decision of first-year students in the French Immersion Studies (FIS) program at the University of Ottawa to continue their immersion studies at a university level, how they experience their studies within this program, and how this experience impacts their identity and investment in French language and culture. The findings presented are part of a study that demonstrates the positive influence that parents, teachers and relevant extracurricular experiences have on students’ decision to continue their immersion studies as well as the transformations of the students’ identity construction and investment which are enhanced through the FIS program, the bilingual environment which surrounds it, and students` activities.Keywords: motivation, identity, investment, French Immersion Studies RésuméCet article porte sur les facteurs qui ont motivé des étudiants en première année d’études à s’inscrire au programme du Régime d’Immersion Française (RIF) de l’Université d’Ottawa afin de poursuivre leurs études en immersion au niveau universitaire, leurs expériences dans ce programme ainsi que l’impact que ce programme a sur leur identité et investissement dans la langue et la culture françaises. Les résultats présentés font partie d’une étude qui montre l’influence positive des parents, enseignants, et expériences pertinentes hors programme sur la décision des étudiants de continuer leurs études en immersion ainsi que la transformation associée à leur construction identitaire à l’augmentation de leur investissement à la suite de participation dans le programme RIF, l’environnement bilingue qui l’environne et les activités des étudiants. Mots -clés : motivation, identité, investissement, Régime d’Immersion Française
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Collier, Virginia P. "The Canadian Bilingual Immersion Debate." Studies in Second Language Acquisition 14, no. 1 (March 1992): 87–97. http://dx.doi.org/10.1017/s0272263100010482.

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Estrada, Patricia López, and Ana María Chacón. "A teacher´s tensions in a Spanish first grade two-way bilingual immersion program." Revista Portuguesa de Educação 28, no. 2 (December 4, 2015): 211. http://dx.doi.org/10.21814/rpe.7752.

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Este estudo descreve as tensões sentidas por uma professora de 1º ano numa sala de aula de imersão bilingue ‘two-way’. Baseando-se na análise indutiva de Hatch (2002), sob a forma de análise de domínio (domain analysis), os dados do estudo foram obtidos através de duas entrevistas a uma professora no ano letivo de 2009-2010. Os resultados indicam que a professora bilingue detém crenças fortes acerca da importância de proporcionar aos alunos oportunidades de explorar a língua minoritária (Espanhol). Contudo, a professora manifesta preocupações de âmbito linguístico e académico no desempenho da sua tarefa. O estudo alerta para as tensões inerentes a trabalhar com o Espanhol e o Inglês num contexto de imersão bilingue ‘two-way’.
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Cummins, Jim. "Rethinking pedagogical assumptions in Canadian French immersion programs." Journal of Immersion and Content-Based Language Education 2, no. 1 (March 7, 2014): 3–22. http://dx.doi.org/10.1075/jicb.2.1.01cum.

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Bilingual education and second language immersion programs have operated on the premise that the bilingual student’s two languages should be kept rigidly separate. This paper argues that although it is appropriate to maintain largely separate spaces for each language, it is also important to teach for transfer across languages. In other words, it is useful to explore bilingual instructional strategies for teaching emergent bilingual students rather than assuming that monolingual instructional strategies are inherently superior. The central rationale for integration across languages is that learning efficiencies can be achieved when teachers explicitly draw their pupils’ attention to similarities and differences between their languages and reinforce effective learning strategies in a coordinated way across languages. The paper explores the interplay between bilingual and monolingual instructional strategies within French immersion programs, and bilingual education more generally, and suggests concrete strategies for optimizing students’ bilingual and biliteracy development.
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Pawley, Catherine. "How Bilingual Are French Immersion Students?" Canadian Modern Language Review 41, no. 5 (April 1985): 865–76. http://dx.doi.org/10.3138/cmlr.41.5.865.

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Mok, Peggy P. K., and Alan C. L. Yu. "The effects of language immersion on the bilingual lexicon." Linguistic Approaches to Bilingualism 7, no. 5 (May 4, 2016): 614–36. http://dx.doi.org/10.1075/lab.15029.mok.

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Abstract Previous studies have consistently found an asymmetry where priming in the L1-L2 direction is stronger than that in the L2-L1 direction. However, some studies showed that an L2 immersion environment could attenuate bilingual speakers’ access to the L1 and result in a ‘bilingual disadvantage’. This study investigated how language immersion modulates the priming effects of late adult bilingual speakers. We compared late Chinese-English bilingual speakers with high L2 (English) proficiency in an L1 environment and those in an L2 immersion environment. Both semantic and translation priming in same-language and cross-language conditions were investigated. The results showed no ‘bilingual disadvantage’ of the immersed participants. The priming asymmetry was weakened for the immersed participants who were more comparable in their reaction time to different language conditions. Both semantic and translation priming were found in L1-L2 and L2-L1 directions, suggesting that both types of priming are similar in nature in the bilingual lexicon.
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Hipfner-Boucher, Kathleen, Katie Lam, and Becky Xi Chen. "The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children." Written Language and Literacy 17, no. 1 (April 11, 2014): 116–38. http://dx.doi.org/10.1075/wll.17.1.06hip.

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To evaluate the effects of bilingual education on minority-language children’s English language and literacy outcomes, we compared grade 1 Chinese-speaking Canadian children enrolled in three different instructional programs (French Immersion, Chinese-English Paired Bilingual, English-only). ANCOVA results revealed that the French immersion children outperformed the other two groups on measures of English phonological awareness and word reading and that the bilingual groups were comparable to monolingual English norms on a test of receptive vocabulary. Multiple regression analyses were conducted to examine cross-language transfer of skills. French morphological awareness explained unique variance in English word reading and vocabulary for the French immersion group. For the other two groups, Chinese phonological awareness was significantly related to English word reading. Our results suggest that instruction in French or Chinese does not delay the development of early English language and literacy skills for Chinese-speaking children, as the children may be able to leverage skills from their other language to facilitate their English learning. Keywords: Bilingual education; French immersion; cross-language transfer
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Dissertations / Theses on the topic "Immersione bilingue"

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COSTA, FRANCESCA. "BILINGUALISM IN DIFFERENT CONTEXTS: ACADEMIC OUTCOMES IN PRIMARY SCHOOL CHILDREN." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/329993.

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I tre studi presentati nella tesi hanno esplorato diversi contesti di bilinguismo in Italia. Sono stati analizzati la relazione tra bilinguismo e doppia-alfabetizzazione e i loro effetti sugli apprendimenti scolastici. Ad oggi, l’educazione bilingue è ancora vista con scetticismo, sebbene anche come una risorsa. Il primo contesto è quello delle scuole di immersione Italiano-Inglese, dove i bambini sono educati in modo bilingue, con una continua e consistente esposizione alle due lingue. Il secondo è quello dei bambini immigrati, che imparano l’Italiano come seconda lingua nelle scuole pubbliche monolingui, e che vengono alfabetizzati solo in Italiano, oppure anche nella loro lingua madre (minoritaria). Gli studi hanno investigato lo sviluppo cognitivo, linguistico e delle abilità di lettura, e la relazione tra linguaggio e alfabetizzazione. I bambini delle scuole di immersione erano bilingui sequenziali precoci, esposti all’Inglese come seconda lingua (L2) entro i tre anni alla scuola dell’infanzia. I bambini immigrati erano bilingui sequenziali che vivevano stabilmente in Italia, con differenti lingue minoritarie, esposti all’Italiano come seconda lingua maggioritaria (L2) entro i cinque anni, in concomitanza con l’ingresso alla scuola primaria. I risultati emersi dai due studi sui bilingui delle scuole di immersione hanno dimostrato che essi non sono disavvantaggiati né in ritardo rispetto ai pari monolingui Italiani nello sviluppo cognitivo, linguistico, narrativo e delle abilità di lettura. Essi inoltre migliorano in entrambe le lingue durante il percorso scolastico. Sono emerse correlazioni positive tra le performance di lettura e linguaggio in Italiano e in Inglese, a supporto delle evidenze sul transfer di abilità dall’Italiano L1 all’Inglese L2. Infine, le abilità linguistiche correlano con quelle di lettura nella stessa lingua, a conferma che l’età di prima esposizione bilingue impatta positivamente sugli apprendimenti, ove il linguaggio orale supporta lo sviluppo delle abilità di lettura (così come le abilità mnestiche). In conclusione, il metodo di immersione Italiano-Inglese non rappresenta uno svantaggio per l’acquisizione e lo sviluppo degli apprendimenti nei bambini, che anzi raggiungono buone capacità linguistiche di lettura. L’immersione bilingue rappresenta dunque un affidabile sistema educativo, che offre grandi opportunità per il futuro dei nostri bambini. I risultati raggiunti dallo studio sui bilingui immigrati hanno dimostrato un vantaggio a livello dell’intelligenza non verbale a favore dei bi-alfabetizzati, rispetto a quelli istruiti solo in Italiano L2 (mono-alfabetizzati). Al contrario i bilingui mono-alfabetizzati hanno ottenuto migliori performance al test di memoria a breve termine. I bilingui bi-alfabetizzati hanno dimostrato un vantaggio rispetto ai mono-alfabetizzati nella comprensione scritta, abilità fondamentale per lo studio e il successo scolastico, sebbene non nelle abilità di lettura nel loro complesso. Nessuno svantaggio comunque è emerso nelle misure di velocità e accuratezza in lettura nei bi-alfabetizzati. Infine, le abilità cognitive e linguistiche correlano con quelle di lettura. Anche se potrebbe non esserci un vantaggio globale su tutti i parametri considerati, educare i bilingui immigrati anche nella loro L1 sembra potenziare alcune abilità cruciali per il loro successo scolastico, e non inficia lo sviluppo degli apprendimenti in Italiano. Implementare l’immersione bilingue e la doppia-alfabetizzazione nelle politiche educative Italiane sembra essere una scelta vincente da sostenere. Entrambi i sistemi educativi bilingui considerati si sono dimostrati efficaci, e rappresentano un’esperienza educativa positiva, di cui le future generazioni possono e dovrebbero giovare.
The three studies presented in this thesis aimed at exploring different contexts of bilingualism in Italy. We explored the relationship between bilingualism and biliteracy and their effects on academic outcomes. For educational stakeholders, biliteracy is partly perceived with concern, partly considered a resource. The first context studied in this project are Italian-English immersion schools, where children are educated bilingually, being consistently and continuously exposed to both languages. The second context focuses on immigrant children (heritage bilinguals), who learn Italian as a second language in mainstream monolingual, public schools, and receive formal reading and writing instruction only in Italian or additionally in their respective mother language (minority language). The studies investigated cognitive, linguistic, and reading development, and the relation between language and literacy. Children in immersion schools were early sequential bilingual, exposed to English as a second language (L2) by the age of three in kindergarten. Heritage bilinguals were sequential bilinguals living stably in Italy, with heterogeneous minority languages, and exposed to Italian as a second-majority language (L2) at last from the age of five, when starting Italian public primary school. The results from the two studies with children in Italian-English immersion programs showed no disadvantage or delay in their cognitive, linguistic, reading, and narrative development in Italian (L1) compared to Italian monolinguals and an improvement in both the languages across grades. Positive correlations were found between Italian and English performances in reading and language measures, supporting the evidence of a presumable transfer of skills from Italian L1 to English L2. Finally, language abilities in one language correlated with reading abilities in the same language, confirming that the age of first oral bilingual exposure impacts literacy development, with oral language supporting reading development (as well as memory skills). We concluded that Italian-English immersion education does not disadvantage literacy acquisition in children, but they obtain a good language proficiency and reading development. Bilingual immersion education represents a reliable education system, which gives access to many possibilities for children’s future. The results from the study with immigrant bilinguals showed that children who were instructed in both their languages (biliterates) performed better in the non-verbal intelligence test than those literate only in Italian L2 (monoliterates). In contrast, monoliterates were better at short-term memory. Biliterate bilinguals did not performed better than monoliterates in general reading skills, but in reading comprehension, which is generally considered a fundamental ability for academic success. However, no disadvantages emerged for the biliterate children in reading speed and accuracy. Finally, the cognitive and language measures correlated with reading proficiency measures. Even if there might not be a comprehensive advantage in all the reading measures, educating heritage bilinguals also in their L1 enhances some crucial skills for their academic success and does not hamper literacy development in Italian. Sustaining bilingual immersion and a biliteracy route to learning appears to be an excellent choice to be implemented in Italian educational policy. Bilingual immersion programs and immigrant children's biliteracy education showed to be both effective and represent a beneficial educational experience for future generations of children.
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Trout, Cheryl Lynn. "Assessing contextual factors for immersion programs." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/628.

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McCray, Joanna Rachel. "BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/138.

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Quantitative data examined the effectiveness of a Two Way Bilingual Immersion program on the biliteracy and academic achievement of elementary English learners in southern California. Scores from the California Standards Test (CST) for language arts and mathematics were used to compare the effects of a bilingual curriculum on Hispanic English learners and Hispanic English Only Speakers. English learners' average group scores increased significantly; average group scores for English Only Students' decreased. The Standards Test in Spanish (STS) scores indicate English learners' gains in biliteracy development. These notable academic outcomes evidence the importance of Two Way Bilingual Immersion program for English learners.
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Valdovinos, Ivonne. "Validating tier 2 math interventions for dual-immersion populations." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141517.

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Mathematics performance of students in the United States is concerning. When compared to global peers, students in the United States perform at the lower range in areas of mathematics. Even after controlling for variables such as ethnicity, parent educational attainment, and socio-economic status, students in the United States continue to struggle in mathematics. One area that facilitates learning complex mathematics skills is computational fluency. The Mathematics Advisory Panel Report and the Common Core State Standards in Mathematics recommend that students have daily practice to build computational fluency skills. Evidence based interventions that target computational fluency includes incremental rehearsal, cover copy compare, and performance reward. The interventions were implemented with three students who attended a dual language immersion program and analyzed through single-case research design. The results found the interventions effective for two of the three students. Using these interventions as a package can have beneficial results in the computational fluency of students in dual-immersion programs.

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Ridley, Natalie D. "The Effects of Bilingual Education on Reading Test Scores: Can Dual-immersion Support Literacy for All Students?" Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4751/.

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Dual-immersion is a bilingual education method offered that places English as a first language (EFL) and English language learner (ELL) students in the same classroom to learn two languages at the same time. This study examines whether second language acquisition through dual-immersion supports literacy for both ELL and EFLS children over time. Students' scores on standardized tests (ITBS, TAKS, Logramos, Stanford 9, and Aprenda) were studied to assess the impact, if any, of dual-immersion instruction vs. regular/bilingual education on reading development. Scores from 2000 through 2004 were gathered and analyzed for students enrolled in a dual-immersion class which started in kindergarten in 2000. These scores were compared to scores of students enrolled in regular and bilingual education classrooms for the same amount of time at the same school to examine whether there was an effect for students in the dual-immersion class. It was found that no significant difference existed between the groups. All groups were performing at a passing level on the standardized tests. The dual-immersion class was performing as well as the regular education class on standardized tests in both English and Spanish.
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Taylor-Browne, Karen. "French immersion versus Francophone Minority schools : a Canadian debate about bilingual education." Thesis, University of Reading, 1990. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262178.

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O'Keefe, Rosemary Ann. "Twenty-one years of French immersion in Newfoundland and Labrador : a review of French immersion in the province from 1975-1996 /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34213.pdf.

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Stolte, Laurel Cadwallader. "Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034.

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Learning how to interact with others of diverse backgrounds is essential to effective participation in a globalized world and is a key goal of two-way language immersion programs, which bring together students from different language backgrounds to learn in both languages. These programs are frequently lauded for their success in promoting academic achievement and bilingualism, as well as for their potential to promote cross-cultural learning. However, limited research in this area shows that while students develop positive attitudes and cross-cultural friendships, the unequal status of the two languages and the marginalization of African-American students are concerns. Few studies have looked at the process of cross-cultural learning in these programs to see how interactions between students, teachers, and resources like curricula may influence students’ cross-cultural educación (Valenzuela, 1999). This comparative case study examines the question “What does cross-cultural educación look like in two-way immersion programs, and what factors influence that process?” at two schools, using observations of classes and schoolwide events, semi-structured interviews with teachers, document review, and a student picture sort activity. Using contact theory, I find that the two schools have different strengths in regards to cross-cultural educación, with one providing institutional support structures for explicit cross-cultural learning and another providing more opportunities for informal learning through its socioeconomically- and ethnically-diverse student and teacher population. There are also distinct ways of talking about difference at the two-schools, with one favoring a discourse focused on commonalities and the other a more dissonant discourse that recognizes differences. Nevertheless, the schools share important characteristics associated with their shared context, the rapidly globalizing state of North Carolina; these include pressure to integrate cross-cultural learning with Common Core literacy standards and a focus on the cultures of foreign countries. I argue that two-way immersion programs need to emphasize equity for not only speakers of non-English languages, but also diverse ethnic and socioeconomic groups, through broadening considerations for choosing program models, diversifying student and teacher populations, and teaching students to both learn about and care for different cultures in their local communities.
Culture, Communities, and Education
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Morehouse, Daniel A. "Teacher Perceptions of Dual-Immersion in Arizona's English-Only Language Environment." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620337.

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Seventeen years after the passage of Arizona’s English-only education mandate, a growing number of schools in the state have implemented dual-language programs. Although Arizona’s English Learners lack access to public education in their heritage languages, the emergence of these programs signals hope for an expansion of these students’ options. This mixed-method study assessed the perceptions of “dual-immersion” teachers—who are members of a professional development consortium in Maricopa County, Arizona—towards their program and its overall role in serving all students in their classrooms. Using Bronfenbrenner’s Ecological systems model as an interpretive framework, this study examined interview and survey data in order to develop an understanding of how the systems’ environment affects teacher’ beliefs and perceptions. Key findings included dual-immersion teachers’ lack of agency in affecting language policy, the need for instructional materials, the positive impact of team learning facilitated by leaders, an economic or practical rationale for programs’ existence, and teachers’ beliefs in the abilities of English Learners to succeed in the dual-immersion classroom. Understanding how dual-immersion teachers position themselves towards their programs and students offers educational leaders insight into promoting an expansion of program options to underserved students in the state. Future research directed at teachers in Mandarin and French schools in the state could provide new information or reinforce existing themes uncovered during the research.

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Ross, Kristel. "„Aber jetzt tu ich ein bisschen mélanger“ : Kommunikationsstrategien bei mehrsprachigen Kindern im reziprok-immersiver Kindergarten sowie der ersten und zweiten Klasse der Primarschule FiBi (Filière bilingue) in Biel (Schweiz)." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAC019/document.

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Le projet Filière Bilingue (FiBi), qui a débuté à Bienne (Suisse) en août 2010, est un programme réciproque-immersif destiné aux élèves à partir de lʼécole enfantine. Cet enseignement leur permet de se plonger dans un monde bilingue (suisse-allemand et français), puis plurilingue (allemand, suisse-allemand et français). Ayant donc à se mouvoir dans des situations exolingues, les enfants doivent sʼappuyer sur des stratégies communicatives pour pouvoir interagir avec leurs interlocuteurs tout au long de la journée. Dans le cadre dʼun enseignement réciproque-immersif, ces stratégies communicatives vont constituer un élément fixe lors des interactions entre enfants et enseignants d’une part, et entre les enfants eux-mêmes d’autre part. Notre travail de recherche a pour objectif de mettre en évidence le développement de ces outils communicatifs de huit sujets de sexe féminin pendant les quatre ans entre l'école enfantine et la 2ème année d'école primaire. Les interviews guidées, qui constituent notre corpus, ont toutes été filmées, puis transcrites avec EXMARaLDA. Les stratégies communicatives observées dans les interviews guidées ont ensuite été codées au moyen du logiciel MAXQDA. Elles peuvent être classifiées en dix catégories principales : les stratégies d'évitement, d'alternance linguistique, d'imitation, d'exploration, de coopération, d'appel, de compensation, de transfert, ainsi que non verbales et paraverbales et paraphrastiques. Nous avons pu mettre en évidence des changements dans l’utilisation des stratégies communicatives au fil du processus d'apprentissage de la langue cible dans la complexité, la variété, la combinaison (utilisation simultanée) de plusieurs stratégies communicatives, l'utilisation consciente, ainsi que dans la fonction
The project Filière bilingue (FiBi), which has been running since 2010, is a two-way immersion program by way of Swiss German, German and French starting at kindergarten in the city of Biel/Bienne, Switzerland. In these bilingual classes are both German and French speaking pupils confronted with both languages from the beginning of their schooling. Therefore, communication strategies are developed, not only between pupils, but also between the pupils and the teacher. The following research study focuses on various communication strategies utilised by eight female pupils over a period of four years, namely from kindergarten to the end of Year 2 of primary school. Through the FiBi project, five semi-structured interviews were taken and then transcribed with the software EXMARaLDA. Subsequently, these transcriptions were coded according to the communication strategy used via the software MAXQDA. From the analysed data, ten types of observed communication strategies were categorised: avoidance/omission, code switching, imitation, guessing, appeal for assistance, retrieval, nonverbal and para-verbal communication, paraphrasing, approximation, and transferring. The research has shown that as the pupils’ competence in the target language increases, so does the complexity, frequency, function, intertwining, and the consciousness use of the communication strategies
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Books on the topic "Immersione bilingue"

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Learning through two languages: Studies of immersion and bilingual education. Cambridge, Mass: Newbury House Publishers, 1987.

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Education, Alberta Alberta. Guidelines for ECS bilingual (partial immersion) programs. [Edmonton, Alta.]: Alberta Education, 1988.

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Snow, Marguerite Ann. Innovative second language education: Bilingual immersion programs. [Los Angeles, Calif.]: Center for Language Education and Research, University of California, Los Angeles, 1986.

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Association, Canadian Education. French immersion today. Toronto: Canadian Educational Association, 1992.

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Mosimann-Barbier, Marie-Claude. Immersion et bilinguisme en Ontario. [Rouen: Université de Rouen], 1992.

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

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Education, Ontario Ministry of. French language arts: Extended and immersion programs. Toronto, Ont: Queen's Printer, 1993.

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Krashen, Stephen D. Inquiries & insights: Second languageteaching immersion & bilingual education literacy. Englewood Cliffs, NJ: Alemany Press, 1990.

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Elena, Nicoladis, Lambert Wallace E, and Educational Resources Information Center (U.S.), eds. Becoming bilingual in the Amigos two-way immersion. [Santa Cruz, CA]: Center for Research on Education, Diversity & Excellence, 1998.

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Immersion education: Practices, policies, possibilities. Bristol: Multilingual Matters, 2011.

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Book chapters on the topic "Immersione bilingue"

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Arnau, Joaquim. "Immersion Education in Catalonia." In Bilingual Education, 297–303. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_30.

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Swain, Merrill. "French Immersion Programs in Canada." In Bilingual Education, 261–69. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_26.

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Laurén, Christer. "Swedish Immersion Programs in Finland." In Bilingual Education, 291–96. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_29.

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Bacon, Michael, and Vân Truong. "Vietnamese Dual Language Immersion." In Critical Consciousness in Dual Language Bilingual Education, 112–20. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003240594-14.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "Learning and literacy." In Academic Achievement in Bilingual and Immersion Education, 115–26. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-11.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "TransAcquisition teaching and curriculum design." In Academic Achievement in Bilingual and Immersion Education, 3–13. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-1.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "The TransAcquisition method." In Academic Achievement in Bilingual and Immersion Education, 42–53. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-5.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "TransAcquisition principles." In Academic Achievement in Bilingual and Immersion Education, 32–41. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-4.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "Language and knowledge." In Academic Achievement in Bilingual and Immersion Education, 104–14. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-10.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "The curriculum pedagogy alignment." In Academic Achievement in Bilingual and Immersion Education, 79–89. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-8.

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Conference papers on the topic "Immersione bilingue"

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Chen, Min, Leimin Li, and Chunhai Lu. "Exploration of Bilingual Teaching Mode for Nuclear Specialty." In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-15665.

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Bilingual education is the important method of training capability of international cooperation, communication and competition. Compared with other fields, the nuclear specialty needs more professionals. Four kinds of successful methods in foreign countries: transitional bilingual education, maintenance bilingual education, an immersion bilingual education and dual-rail bilingual education are studied and compared in this paper. The difference in bilingual education mode at home and abroad is analyzed. Current situation of bilingual education in China is presented. Drawing lessons from another country, we suggest a proper bilingual education method for the nuclear specialty. We think that “Step by step” approach is consistent with China’s national conditions.
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Lee-Morgan, Jenny, Jo Mane, Joanne Gallagher, and Ruia Aperahama. "A Māori Modern Learning Environment: Ko te Akā Pūkaea Kia Ita, Ko te Akā Pūkaea Kia Eke!" In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205017.

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This kaupapa Māori research project investigates the ways that two Māori-medium pathways (bilingual and immersion) work together in a newly built Flexible Learning Space (FLS) to progress te reo Māori and the aspirations of whānau. This paper introduces the project that proposes the notion of the Māori Modern Learning Environment (MMLE). Funded by Teaching Learning Research Initiative (TLRI), this two-year project is still in progress with the project only being at an early stage. The researchers are currently exploring how ‘space’ is understood and utilised by Māori teachers, students and whānau of two Māori-medium pathways, within the wider English-medium primary-school context. This pūrākau (casestudy) project takes a strengths-based approach, and is based on the experiences, pedagogies and potential of Te Akā Pūkaea, at Newton Central School. The two whānau groups and Māori-medium pathways at the centre of the study are: Te Uru Karaka (immersion) and Te Awahou (bilingual). This research is intended to respond to the call from Stewart and Benade (2020) to ‘spatial biculturalism’ as we theorise ‘space’ from a kaupapa Māori lens. Hence, the project is titled “A Māori Modern Learning Environment: Ko te Akā Pūkaea Kia Ita, Ko te Akā Pūkaea Kia Eke!”.
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Qingyun, Shou, Gao Jun, Li Maode, and Xu Chengye. "A study on immersion bilingual teaching of refrigeration and air conditioning course." In 2012 7th International Conference on Computer Science & Education (ICCSE 2012). IEEE, 2012. http://dx.doi.org/10.1109/iccse.2012.6295453.

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Liu, Xiuling. "Major Problems and Implementation Strategies of Early Immersion Bilingual Teaching of Children English." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.108.

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Hamman-Ortiz, Laura. "Becoming Bilingual in Two-Way Immersion: Patterns of Investment in a Second-Grade Classroom." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577001.

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Roy, Sylvie, and Maria Soledad Hoyos Pérez. "LANGUAGE PEDAGOGY IN BILINGUAL AND IMMERSION PROGRAMS IN SPAIN AND CANADA: A COMPARISON STUDY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0434.

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González-Rosende, María Eugenia, José Ignacio Bueso-Bordils, Encarna Castillo, Sara Paradells, and Mónica Pascual. "BILINGUAL TEACHING LAB MATERIALS TO FACILITATE SCIENTIFIC LANGUAGE IMMERSION OF INTERNATIONAL STUDENTS: A STUDY CASE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0416.

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Chen, Xueyan, and Ling Gong. "Practical Research on Progressive Immersion Bilingual Teaching Mode in Nursing Major of Sino-foreign Cooperative Education." In 2017 2nd International Seminar on Education Innovation and Economic Management (SEIEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/seiem-17.2018.17.

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Chen, Xueyan, and Jihong Wang. "Discussion on the Implementation of Immersion Bilingual Teaching in the Context of Sino-Foreign Cooperation in Running Schools." In 2017 2nd International Seminar on Education Innovation and Economic Management (SEIEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/seiem-17.2018.18.

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García-Mateus, Suzanne. ""I Feel It's Not About Ability, It's About Power": A Bilingual Teacher's Interpretation of a Gentrifying Two-Way Immersion Program." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1880260.

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Reports on the topic "Immersione bilingue"

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Diaz-Philipp, Alma. Simultaneous Bilingual Middle School Students Becoming Biliterate: What Do Students Think About Their Biliteracy as Taught Through the "Bridge" Strategy in a Humanities Dual Language/Immersion Class? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6856.

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