Journal articles: '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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Costa, Francesca, and Maria Teresa Guasti. "Is Bilingual Education Sustainable?" Sustainability 13, no. 24 (December 13, 2021): 13766. http://dx.doi.org/10.3390/su132413766.

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We present cross-sectional research to verify whether learning to read in Italian (the participants’ mother language and majority language) is delayed when simultaneously learning to read in English (a second language not spoken in the country). Available evidence considering the specific combination of bilingual orthographies being acquired suggests that there should not be adverse effects on the Italian literacy outcomes of Italian–English immersion students. To verify this hypothesis, the Italian reading performance of three groups of bilinguals educated in 50:50 Italian–English immersion programs in Grades 1, 3 and 5 were compared to that of three control groups of Italian monolingual peers attending mainstream monolingual Italian schools. The second aim was to examine the impact of an Italian–English immersion program on English language and literacy skills. To pursue this goal, we examined the English performance of the bilingual group across Grades 1, 3, and 5. Finally, we aimed to verify whether the language and reading attainments exhibited by the bilingual children in Italian were correlated to their English performance. The results show that bilingual children were not less proficient in Italian than monolingual children; improvement in English was observed across all grades, and performance in Italian was correlated with performance in English.

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CALDAS, STEPHEN J., and SUZANNE CARON-CALDAS. "The influence of family, school, and community on bilingual preference: Results from a Louisiana/Québec case study." Applied Psycholinguistics 21, no. 3 (September 2000): 365–81. http://dx.doi.org/10.1017/s0142716400003040.

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This case study examines the shifting bilingual preference of three French/English bilingual children over a three-year period. It also clarifies the distinction between the many often misleading terms used to refer to bilingual preference (i.e., a bilingual's language choice). The children's fluctuating bilingual preference is accounted for in terms of three contextual domains: home, school, and community. The home domain was predominantly French-speaking, while the community domain shifted between predominantly English-speaking Louisiana and French-speaking Québec. The 10-year-old identical twin girls were in a French immersion program in Louisiana during the entire three-year period; their 12-year-old brother was not. A new, domain-sensitive longitudinal measure – the bilingual preference ratio (BPR) – was created and applied for each child using 36 months of weekly tape recordings of mealtime conversations. BPR fluctuations indicate that the greatest effect on the children's language preference was community immersion in the target language. However, the twins' markedly greater preference for speaking French at home in Louisiana is attributed to the influence of French immersion at school.

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Kabbe, Eugene. "Teaching Bilingual Education through Two-Way Immersion." Cihan University-Erbil Scientific Journal 2, Special Issue No. 1 (2018): 57–70. http://dx.doi.org/10.24086/cuesj.si.2018.n1a5.

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Menke, Mandy Renee. "Phonological development in two-way bilingual immersion." Journal of Second Language Pronunciation 3, no. 1 (April 7, 2017): 80–108. http://dx.doi.org/10.1075/jslp.3.1.04men.

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In spite of the well-documented advantage of an early age of acquisition, findings from one-way (foreign language) immersion programs suggest that this instructional context is insufficient for acquisition of nativelike articulations by child foreign language learners. It has been suggested that the lack of exposure to native speaking peers may contribute to reported non-native pronunciation. This study expands upon the previous research with child second language learners of Spanish, exploring how children, who learn academic content in Spanish, alongside native Spanish-speaking peers produce the Spanish vowels. Few differences are observed between the learner and peer native speaker groups, suggesting that the direct contact with native speakers of Spanish afforded by two-way bilingual immersion promotes phonological acquisition.

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Hernández, Ana M. "Language status in two-way bilingual immersion." Journal of Immersion and Content-Based Language Education 3, no. 1 (February 9, 2015): 102–26. http://dx.doi.org/10.1075/jicb.3.1.05her.

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Research has shown that two-way bilingual immersion (TWBI) programs provide positive outcomes for all students to become bilingual, biliterate, and bicultural. Yet, studies have shown that there can be challenges in student-to-student interaction in TWBI programs. This study reports on peer interaction dynamics during content instruction in two 90/10 programs through lesson observations, teacher interviews, and reflections. Teachers in Grades 4–6 provided their perspectives concerning the status of English and Spanish in their classrooms. Teachers also shared instructional strategies to support students’ progress in Spanish. This study presents important instructional implications for sociocultural and sociolinguistic goals pertaining to English and Spanish speakers in TWBI programs.

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Safty, Adel. "French immersion: Bilingual education and unilingual administration." Interchange 23, no. 4 (December 1992): 389–405. http://dx.doi.org/10.1007/bf01447285.

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Lara-Alecio, Rafael, Martha Galloway, Beverly J. Irby, Linda Rodríguez, and Leo Gómez. "Two-Way Immersion Bilingual Programs in Texas." Bilingual Research Journal 28, no. 1 (April 2004): 35–54. http://dx.doi.org/10.1080/15235882.2004.10162611.

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Goldin, Michele. "An Exploratory Study of the Effect of Spanish Immersion Education on the Acquisition of Pronominal Subjects in Child Heritage Speakers." Languages 5, no. 2 (April 27, 2020): 18. http://dx.doi.org/10.3390/languages5020018.

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Studies have found that aspects of grammar that lie at the syntax–pragmatics interface, such as the use of pronominal subjects in null-subject languages, are likely to undergo cross-linguistic influence in bilingual speakers. This study contributes to our understanding of the role of Spanish immersion academic instruction on the comprehension of null subjects in English-dominant, Spanish-heritage children living in the United States. Two groups of bilingual children aged 4 to 7 (those attending a Spanish immersion school and those not) completed an acceptability judgment task in both English and Spanish. English monolingual children and monolingually raised Spanish children of the same ages also completed the task in their respective languages. The findings revealed that children in the Spanish immersion school performed on par with their monolingual peers in Spanish, but accepted significantly more ungrammatical null subjects in English than the other groups. These results suggest that immersion schooling plays a role in extending the English null subject stage in bilingual children due to competing input and cross-linguistic influence.

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Payesteh, Bita, and Lizbeth H. Finestack. "Narrative language development of Persian-English bilingual children attending an immersion preschool." Clinical Archives of Communication Disorders 6, no. 3 (December 31, 2021): 149–59. http://dx.doi.org/10.21849/cacd.2021.00479.

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Purpose: This study aimed to provide a better understanding of the language development of bilingual children who attend a Persian immersion preschool in the United States, with a specific focus on their microstructural language skills derived from a story retell task.Methods: Participants included two groups of preschoolers: 14 Persian-English bilingual children who attended a Persian immersion preschool (2- through 5-years of age) and 16 monolingual English-speaking children who attended an English-only preschool (3- through 5-years of age). Participants completed a story retell task, and their parents completed a questionnaire regarding their child’s language environment.Results: Analyses revealed that Persian-English bilingual children produced narratives that are comparable to their same-aged, English monolingual peers with regard to measures of microstructure. Furthermore, mean length of utterance in morphemes was significantly associated with parental language input, positively with Persian input, and negatively with English input.Conclusions: Findings demonstrate that Persian-English bilingual children who attend a Persian immersion preschool develop English to a level comparable to same-age English monolingual peers based on language produced during a story retell task.

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DELUCA, VINCENT, JASON ROTHMAN, and CHRISTOS PLIATSIKAS. "Linguistic immersion and structural effects on the bilingual brain: a longitudinal study." Bilingualism: Language and Cognition 22, no. 5 (July 24, 2018): 1160–75. http://dx.doi.org/10.1017/s1366728918000883.

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Learning and using additional languages can result in structural changes in the brain. However, the time course of these changes, as well as the factors the predict them, are still not well understood. In this longitudinal study we test the effects of bilingual immersion on brain structure of adult sequential bilinguals not undergoing any language training, who were scanned twice, three years apart. We observed significant increases in grey matter volume in the lower left cerebellum, mean white matter diffusivity in the frontal cortex, and reshaping of the left caudate nucleus and amygdala and bilateral hippocampus. Moreover, both prior length of immersion and L2 age of acquisition were significant predictors of volumetric change in the cerebellum. Taken together, these results indicate that bilingualism-induced neurological changes continue to take place across the lifespan and are strongly related to the quantity and quality of bilingual immersion, even in highly-immersed adult bilingual populations.

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Nahwegahbow, Monica. "Indigenous Language Revitalization: Role of a Bilingual Speech-Language Pathologist." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 18, no. 2 (July 2011): 36–41. http://dx.doi.org/10.1044/cds18.2.36.

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Due to the risk of language extinction, immersion education is being implemented by Aboriginal communities in Canada and the United States as a language revitalization strategy. This paper describes one successful initiative, the Biidaaban Kinoomaagegamik Immersion Program (BKIP), started in 2006 by the community of Sagamok Anishnawbek (population: 1,400) situated on the north shore of Lake Huron in northern Ontario. The students are educated in Anishnaabemowin (Ojibwe), the primary language of instruction, through the day from senior kindergarten (SK) to Grade 3 with one hour allotted daily to English-language study. Aboriginal speech-language pathologists (SLPs), as speakers of an Indigenous language, can play a critical role in immersion education and language preservation. The role of the bilingual SLP in immersion programs is multifaceted. The varied aspects and responsibilities of this role are discussed.

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Bamford, Kathryn W., and Donald T. Mizokawa. "Additive-Bilingual (Immersion) Education: Cognitive and Language Development *." Language Learning 41, no. 3 (September 1991): 413–29. http://dx.doi.org/10.1111/j.1467-1770.1991.tb00612.x.

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Marian, Viorica, Anthony Shook, and Scott R. Schroeder. "Bilingual Two-Way Immersion Programs Benefit Academic Achievement." Bilingual Research Journal 36, no. 2 (June 2013): 167–86. http://dx.doi.org/10.1080/15235882.2013.818075.

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Wei, Liping. "A Quality Chinese-English Bilingual Education Program: Defining Success." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1191. http://dx.doi.org/10.17507/jltr.0906.08.

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This study aims to provide an in-depth case study of a Chinese-English bilingual program in the largest ISD of a Southwestern state, in the hope of shedding light on what makes a bilingual education program successful. Few research studies have systematically delved into an English-Chinese bilingual program as this one. The study illuminates that children in this immersion program have benefited from "additive bilingualism" in that they have learned a second language at no cost to their first language and also out-scored their non-immersion peers in state standardized exams. Employing qualitative methods, narrative inquiry in particular, this research study offers a compelling case that bilingual education does not hinder students’ English language acquisition. Instead, it accelerates students’ English proficiency development while promoting students’ second language acquisition, overall academic achievements, and sociocultural integration.

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Ballinger, Susan, Roy Lyster, Andrea Sterzuk, and Fred Genesee. "Context-appropriate crosslinguistic pedagogy." Journal of Immersion and Content-Based Language Education 5, no. 1 (April 7, 2017): 30–57. http://dx.doi.org/10.1075/jicb.5.1.02bal.

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In the field of second language education, researchers increasingly call for crosslinguistic pedagogical practices meant to encourage bilingual learners to draw on all of their linguistic resources regardless of the focus of instruction or the status of the target language. These recommendations include a relaxation of the strict language separation common in many bilingual education programs. Specifically, some Canadian French immersion researchers suggest that it may be beneficial to allow immersion students to use English for peer interaction during instructional time allotted to French. In this position paper, we argue that researchers should proceed with caution in calling for increased majority language use in the minority language classroom. We use Canadian French immersion as a case in point to contend that until empirical evidence supports increased use of English in immersion, crosslinguistic approaches that maintain a separate space for the majority language may represent ideal pedagogical practices in these contexts.

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Maillat, Didier. "Production, motivation and immersion education : Some recent swiss data." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 23 (April 9, 2022): 155–61. http://dx.doi.org/10.26034/la.cdclsl.2007.1444.

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In this paper, I will be looking at some recent data collected in Switzerland in connection with an ongoing programme funded by the Fonds National Suisse de la Recherche Scientifique, which coordinates a variety of parallel research projects under the general heading of Diversité des langues et compétences linguistiques en Suisse. The present study is derived from a project which focuses on the complex network of relationships which obtain between the competence in the target language and the competence in the subject matter in the context of immersion education (project entitled Construction inégrée des savoirs linguistiques et disciplinaires dans l’enseignement bilingue au secondaire et au tertiaire).

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Wang, Kun, and Yi Yang. "A Study of Bilingual Education in Electrical Information Courses Based on Information Technology." Advanced Materials Research 945-949 (June 2014): 3562–65. http://dx.doi.org/10.4028/www.scientific.net/amr.945-949.3562.

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This paper explores the ways to improve efficiency of bilingual education in electrical information courses. Based on the bilingual education practice of Electric Circuits and Data Communications and Networking, a questionnaire was done to illustrate the current problems of bilingual education in our college. After analyzing the factors, the paper argues that bilingual teachers’ training is necessary; bilingual textbooks have to be introduced; dual language immersion works well and autonomous learning platform needs to be developed. The integration of those strategies with information technology contributes to the improvement of bilingual education.

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Lindholm, Kathryn J., and Zierlein Aclan. "Bilingual Proficiency as a Bridge to Academic Achievement Results from Bilingual/Immersion Programs." Journal of Education 173, no. 2 (April 1991): 99–113. http://dx.doi.org/10.1177/002205749117300208.

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de Jong, Ester J. "Program design and two-way immersion programs." Language Immersion Education 2, no. 2 (September 12, 2014): 241–56. http://dx.doi.org/10.1075/jicb.2.2.06jon.

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Two-way immersion (TWI) programs have provided an effective bilingual alternative to monolingual approaches to educating language minority students. This article reviews the research related to two program design questions: are TWI programs effective for different groups of students within the program and what role does school context play in the program’s effectiveness?

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Florentino, Nicole L., Tiffani P. Shelton, Danya S. Lebell, Jocelyn Caballero, Florence Bouhali, Ioulia Kovelman, Yuuko Uchikoshi Tonkovich, and Fumiko Hoeft. "A-263 Literacy Acquisition Shaped by Bilingual Education." Archives of Clinical Neuropsychology 37, no. 6 (August 17, 2022): 1412. http://dx.doi.org/10.1093/arclin/acac060.263.

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Abstract Objective: This study investigates how literacy acquisition is shaped by bilingual education. We hypothesize that learning a phonetic language, like Spanish, will improve performance on phonologically-based tasks in English. Comparatively, we expect learning a different orthographic system, like Cantonese, will improve performance on semantically-based English tasks. Methods: Participants included 107 native English speakers between 7 and 9 years old from San Francisco schools. There were 42 children in general education English programs (GENED), 35 in Spanish (Sp) immersion programs, and 30 in Cantonese (Cn) immersion programs. Students scoring less than 85 on a nonverbal intelligence screener were excluded (KBIT-2 Matrices). Groups' performance in English was compared on phonological (CTOPP-2 Blending Words) and orthographic learning tasks (KABC-II Rebus). Results: One-way ANOVA revealed a significant effect of bilingual education on phonological task performance at the p < .05 level [F(2, 66.4) = 3.52, p = .035]. As predicted, the Spanish-immersion group performed better on the phonological task (Blending Words, p = .035; GENED M = 8.55, Sp M = 10.09, Cn M = 9.03). Performance on the semantic task did not significantly vary among groups [F(2, 67) = 3.11, p = .051]. Conclusions: This suggests that learning a second language may shape literacy acquisition in the primary language. Results indicated that learning Spanish, a phonetic language, was associated with stronger performance on an English phonological task when compared to GENED and Cn immersion. Although the variance between groups on the semantic task was not significant, further research could characterize the impact of different orthography on English acquisition.

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Harley, Birgit, Douglas Hart, and Sharon Lapkin. "The effects of early bilingual schooling on first language skills." Applied Psycholinguistics 7, no. 4 (December 1986): 295–321. http://dx.doi.org/10.1017/s0142716400007700.

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ABSTRACTIn this study, the development of first language (L1) skills among native English-speaking students enrolled in early French immersion programs in Canadian schools is explored. It is hypothesized that the early bilingual schooling received by those majority children will serve to enhance their performance on various kinds of L1 tasks. Some preliminary evidence consistent with this hypothesis is found in a longitudinal comparison of English language test scores obtained over a six-year period by 22 immersion students and 22 regular English program students. Analysis of specific test items where the immersion students clearly outperform their regular program counterparts leads to the development of more specific hypotheses, which are tested via new measures on a larger sample of students in grade 6.

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Nissilä, Niina, and Siv Björklund. "One-way immersion in Europe." Language Immersion Education 2, no. 2 (September 12, 2014): 288–302. http://dx.doi.org/10.1075/jicb.2.2.09nis.

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One-way immersion programs were originally designed to provide monolingual majority language speakers a good mastery of a second, foreign, heritage, or indigenous language. This article provides a brief overview of the design of one-way-immersion programs as part of bilingual education in Europe by presenting some of the immersion programs from the following contexts: Basque country, Catalonia, Finland, Ireland and Wales. The implementation of these programs in different European contexts is analysed by looking at different functions of the programs and demographic characteristics in their student populations. The article concludes with a discussion on perspectives about and challenges for one-way immersion programs in the future.

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Ma'ruf, Haris, and Huyi Intan Sari. "Teachers’ perspectives toward the implementation of bilingual immersion program in Indonesian private schools." EduLite: Journal of English Education, Literature and Culture 5, no. 1 (February 29, 2020): 118. http://dx.doi.org/10.30659/e.5.1.118-125.

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This research was to find out teachers’ perspectives of the immersion program. For the mathematics, science and social subject teachers, it could ascertain how teachers cope with new challenges because using English to teach was a professional development experience and also could establish baseline approaches for implementing the immersion program. This study provided a picture of non-English teachers’ perception on implementing an immersion program at SMA Islam Sultan Agung 1 Semarang. The data was obtained from questionnaires and observation. The main challenge facing non-English language teachers was teaching and learning Mathematics, Sciences (Physics, Chemist, and Biology) and Social Subjects (Sociology, Economics, and Geography) in English. The study also showed that there were specific situations when teachers felt frustrated teaching an immersion class. This frustration always relates to lack of English language proficiency. In conclusion, this study shows the lack of English language proficiency is the main challenge faced by non-English language teachers and students in immersion classes at SMA Islam Sultan Agung 1 Semarang.

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NICOLAY, ANNE-CATHERINE, and MARTINE PONCELET. "Cognitive benefits in children enrolled in an early bilingual immersion school: A follow up study." Bilingualism: Language and Cognition 18, no. 4 (January 16, 2015): 789–95. http://dx.doi.org/10.1017/s1366728914000868.

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Recent findings suggested that an L2-immersion school experience produced some of the cognitive benefits associated with early bilingualism. However, the cognitive differences observed might possibly be due to greater cognitive development in the immersion group before the children started the immersion program. The present study thus aimed at revisiting these results in a follow-up design in which children about to begin an L2-immersion program and monolinguals were matched for cognitive development. Our results support the previous findings and this longitudinal study strongly confirms that only 3 years in an L2-immersion program enhance the performance of the attentional/executive control network.

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Garcia, Amaya. "A new era for bilingual education in California." Phi Delta Kappan 101, no. 5 (January 27, 2020): 30–35. http://dx.doi.org/10.1177/0031721720903825.

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In 2016, California voters overturned a 1998 law that curtailed bilingual instruction throughout the state. After nearly 20 years of “English only” programs, what will it take to restore the schools’ capacity to provide a broader range of services to English Learners, including dual language immersion and other forms of bilingual instruction?

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Jeong, Eunsook, and Kang-young Lee. "Bilingual Children’s Writing Development in Two-Way Immersion Programs." Journal of Modern British & American Language & Literature 34, no. 2 (May 31, 2016): 81. http://dx.doi.org/10.21084/jmball.2016.05.34.2.81.

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Senesac, Barbara V. Kirk. "Two-Way Bilingual Immersion: A Portrait of Quality Schooling." Bilingual Research Journal 26, no. 1 (April 2002): 85–101. http://dx.doi.org/10.1080/15235882.2002.10668700.

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Smith, Patrick H., and Elizabeth Arnot-Hopffer. "Exito Bilingüe: Promoting Spanish Literacy In A Dual Language Immersion Program." Bilingual Research Journal 22, no. 2-4 (April 1998): 261–77. http://dx.doi.org/10.1080/15235882.1998.10162725.

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Umansky, Ilana M., and Sean F. Reardon. "Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms." American Educational Research Journal 51, no. 5 (October 2014): 879–912. http://dx.doi.org/10.3102/0002831214545110.

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Solsona-Puig, Jordi, María Capdevila-Gutiérrez, and Fernando Rodríguez-Valls. "Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms." Íkala 26, no. 3 (September 11, 2021): 767–82. http://dx.doi.org/10.17533/udea.ikala.v21n02a11.

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Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (di2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in di programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in di classrooms could impact bilingual teacher education programs.

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Solsona-Puig, Jordi, María Capdevila-Gutiérrez, and Fernando Rodríguez-Valls. "Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms." Íkala 26, no. 3 (September 11, 2021): 767–82. http://dx.doi.org/10.17533/udea.ikala.v26n3a16.

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Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (di2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in di programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in di classrooms could impact bilingual teacher education programs.

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Solsona-Puig, Jordi, María Capdevila-Gutiérrez, and Fernando Rodríguez-Valls. "Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms." Íkala 26, no. 3 (September 11, 2021): 767–82. http://dx.doi.org/10.17533/udea.ikala.v26n3a16.

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Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (di2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in di programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in di classrooms could impact bilingual teacher education programs.

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Zhang, Kaili C. "Envisioning Two-Way Immersion Language Learning in China: An Initial Kindergarten Curriculum Plan." International Journal of Educational Reform 28, no. 4 (June 13, 2019): 366–75. http://dx.doi.org/10.1177/1056787919856741.

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This article describes the practical application of an innovative bilingual preschool program that involves two-way immersion of both English and Chinese in classrooms. This has not been written about extensively, especially in the context of early childhood classrooms in Asian countries. The primary goal of the two-way immersion kindergarten is to offer children aged 3 to 5 the opportunity to achieve their maximum potential in all aspects of personal growth by using an enriched bilingual education model and an integrated learning curriculum. This initial curriculum plan has been developed for a two-way immersion kindergarten in Beijing, China. This framework articulates the goals of the program, program planning, implementation and design, as well as the expectations for these children. Samples of preschool and kindergarten schedules, Kindergarten Year 1 (K-1) curriculum projects, and Kindergarten Year 2 (K-2) curriculum maps are included in Supplementary A, B, and C. A detailed description of different type of activity centers is given in Supplementary D.

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Ozfidan, Burhan, and Lynn Burlbaw. "A Literature-Based Approach on International Perspectives of Bilingual Education." Journal of Educational Issues 3, no. 2 (September 1, 2017): 11. http://dx.doi.org/10.5296/jei.v3i2.11551.

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This study examines the bilingual education in Spain and in Canada, and discusses their historical backgrounds, current bilingual education programs in use, and teacher proficiency within their bilingual education programs. The purpose of this study is to examine these two countries’ bilingual education programs and find a way to implement a bilingual education program in Turkey. Because of innovative legal conditions and the establishment of special programs in Basque Country in Spain, the potential for increasing learners and speakers of the language is greater than ever before. Bilingual education models in the BAC have increased the number of well-educated young students and allowed them to have a better future. French is taught as a foreign language in Canada, and English is usually accepted as a first language, which has hindered the development of diverse types of immersion programs. Immersion programs have helped students learn other subjects and have also allowed them to acquire an additional language. This study presents a comparison of the situation of minority languages in Turkey with Canada and Spain offers many lessons. The purpose of this discussion is to establish the benefits and shortcomings of these bilingual education programs and the suitability of their models for minority groups living in Turkey. To provide an efficient education system, the differing needs of various areas should be considered. This can be demonstrated in examples drawn from Canada’s consideration of the French language and Spain’s consideration of the Basque language.

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Harris, Stephen. "Language Immersion: Friend Or Enemy Of Indigenous Minorities?" Aboriginal Child at School 22, no. 3 (October 1994): 16–23. http://dx.doi.org/10.1017/s0310582200005289.

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‘Language immersion’ has been regarded with suspicion for roughly two decades by many educators wishing to be loyal to the goals of bilingual education in indigenous groups. In this paper I argue that we should not be suspicious of immersion in a generalised way as an approach to both first and second language teaching among these groups. Rather, we should define those conditions under which immersion might be dangerous and those under which it might be helpful to the language aspirations of indigenous minorities.

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HEIDLMAYR, KARIN, SYLVAIN MOUTIER, BARBARA HEMFORTH, CYRIL COURTIN†, ROBERT TANZMEISTER, and FRÉDÉRIC ISEL. "Successive bilingualism and executive functions: The effect of second language use on inhibitory control in a behavioural Stroop Colour Word task." Bilingualism: Language and Cognition 17, no. 3 (November 29, 2013): 630–45. http://dx.doi.org/10.1017/s1366728913000539.

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Here we examined the role of bilingualism on cognitive inhibition using the Stroop Colour Word task. Our hypothesis was that the frequency of use of a second language (L2) in the daily life of successive bilingual individuals impacts the efficiency of their inhibitory control mechanism. Thirty-three highly proficient successive French–German bilinguals, living either in a French or in a German linguistic environment, performed a Stroop task on both French and German words. Moreover, 31 French monolingual individuals were also tested with French words. We showed that the bilingual advantage was (i) reinforced by the use of a third language, and (ii) modulated by the duration of immersion in a second language environment. This suggests that top–down inhibitory control is most involved at the beginning of immersion. Taken together, the present findings lend support to the psycholinguistic models of bilingual language processing that postulate that top–down active inhibition is involved in language control.

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Alsulami, Sumayyah Qaed. "Partial Immersion Program for Saudi Bilinguals." English Language Teaching 10, no. 2 (January 21, 2017): 150. http://dx.doi.org/10.5539/elt.v10n2p150.

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English is taught as a foreign language in Kingdom of Saudi Arabia. Although the government tries gradually to integrate teaching English in all grades: secondary, intermediate and elementary, learning English is still limited and need more developing. This essay is a brief review about bilingualism in Saudi education. This essay will be divided into three sections. The first section will describe the Saudi bilingual context through three dimensions: language competence, late bilingualism, and individual bilingualism. The following section will define bilingualism with regard to the Saudi context. The last section will discuss the appropriate educational program for Saudi bilinguals and the implications of this educational program incorporating Arabic and English.

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Vega, Desireé, and Cynthia Plotts. "Bilingual school psychology graduate students’ perceptions of a cultural immersion experience." School Psychology International 41, no. 2 (November 17, 2019): 137–53. http://dx.doi.org/10.1177/0143034319888965.

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This exploratory study investigated the experiences of seven bilingual school psychology graduate students’ participation in a two-week cultural immersion experience at the Texas–Mexico border. Findings revealed five significant themes related to their experience: (1) pushed out of comfort zone, (2) bonding with peers, (3) language, culture, and identity, (4) awareness of unique challenges, and (5) changes needed in the immersion program. Implications for school psychology programs and future research directions are discussed.

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Bettney, Esther. "A picture is worth a thousand words: Exploring immersion students’ language learning experiences in Honduras." Colombian Applied Linguistics Journal 19, no. 2 (August 4, 2017): 177. http://dx.doi.org/10.14483/22487085.11220.

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This qualitative study explored the experience of students learning English in an early partial one-way immersion program in Honduras. While the field of immersion research is well-established in various parts of the world, very little research has focused on programs in Central America. It is important to consider this context as models of bilingual education must be adapted to the needs of the local student population (de Mejía, 2002). Students’ viewpoints are important as a link has been established between students’ perceptions and their rates of second-language acquisition (Hamacher, 2007). To address this research gap, written reflections were collected from 203 students in Grades 1 to 11. Through pictures and words, students portrayed their experiences learning English, including the impact of specific instructional practices and their use of English outside of school. These findings are important as they provide insight into students’ learning experiences within an unexplored immersion context.Este estudio cualitativo exploró la experiencia de estudiantes aprendiendo inglés en un programa de inmersión temprana parcial de una vía en Honduras. Mientras la investigación sobre la inmersión está bien establecida en varias partes del mundo, se ha realizado muy poca investigación en América Central. Es importante considerar que este contexto como modelos de educación bilingüe debe ser adaptado a las necesidades de la población estudiantil local (de Mejía, 2002). Los puntos de vista de los estudiantes son importantes, ya que se ha establecido un vínculo entre la percepción de los alumnos y el ritmo de la adquisición de una segunda lengua (Hamacher, 2007). Para tratar esta laguna de investigación, se recolectaron reflexiones escritas de 203 alumnos entre primer y undécimo grado. Los estudiantes representaron sus experiencias aprendiendo inglés a través de dibujos y palabras, incluyendo el impacto de prácticas docentes específicas y su uso fuera de la escuela. Estos hallazgos son importantes ya que proveen una perspectiva en las experiencias de aprendizaje de los estudiantes en un contexto inexplorado de inmersión.

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Alvear, Sandra A. "The Additive Advantage and Bilingual Programs in a Large Urban School District." American Educational Research Journal 56, no. 2 (October 1, 2018): 477–513. http://dx.doi.org/10.3102/0002831218800986.

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The current study analyzes the relationship between elementary school reading achievement and participation in the following language acquisition programs—transitional bilingual, developmental, two-way bilingual immersion, and English immersion. With a focus on the achievement of Spanish-dominant English learners, the study uses multilevel models to examine Spanish and English reading outcomes for evidence of an “additive advantage” associated with programs that pursue full proficiency in students’ home language and English. Set in a large urban school district in Texas, this research finds that participants in the most additive program, two-way, earned the highest Grade 5 English reading performance. In contrast, students in transitional and two-way programs demonstrated similar Spanish reading growth, and developmental students had significantly slower growth than transitional students.

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Journal articles on the topic 'Immersione bilingue'

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