Artykuły w czasopismach: „English language immersion”

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Valdes, Guadalupe. "Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students". Harvard Educational Review 67, nr 3 (1.09.1997): 391–430. http://dx.doi.org/10.17763/haer.67.3.n5q175qp86120948.

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Dual-language immersion programs have received a great deal of attention from parents, researchers, and policymakers. The supporters of dual-language immersion see the promise of providing first-language instruction for children with non-English-speaking backgrounds, while simultaneously offering monolingual children access to non-English languages. In this article, Guadalupe Valdés concentrates on the possible negative effects of the dual-language immersion movement. After reviewing the literature on the success and failure of Mexican-origin children, the author raises difficult questions surrounding the use of dual-language immersion in the education of language-minority students. Among the issues raised are the quality of instruction in the minority language, the effects of dual immersion on intergroup relations, and, ultimately, how dual-language immersion programs fit into the relationship between language and power and how that relationship may affect the children and society.

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Julian, Ashley, i Ida Denny. "Kina’muanej Knjanjiji’naq mut ntakotmnew tli’lnu’ltik (In the Foreign Language, Let us Teach our Children not to be Ashamed of Being Mi’kmaq)". in education 22, nr 1 (13.06.2016): 148–60. http://dx.doi.org/10.37119/ojs2016.v22i1.262.

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Colonialism has assimilated and suppressed Indigenous languages across Turtle Island ( North America). A resurgence of language is needed for First Nation learners and educators and this resurgence is required if Indigenous people are going to revitalize, recover and reclaim Indigenous languages. The existing actions occurring within Indigenous communities contributing to language resurgence include immersion schools. Eskasoni First Nation opened its doors in September 2015 to a full immersion school separate from the English speaking educational centers. This move follows the introduction of Mi'kmaq immersion over ten years earlier within the English speaking school in the community. The Mi’kmaw immersion school includes the Ta’n L’nuey Etl-mawlukwatmumk Mi’kmaw Curriculum Development Centre that assists educators in translating educational curriculum from the dominant English language to Mi’kmaq. In this paper, stories are shared about the Eskasoni immersion program’s actions towards language resurgence through a desire-based lens, based on rich narratives from three Mi’kmaw immersion educators.

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Ní Chlochasaigh, Karen, Gerry Shiel i Pádraig Ó Duibhir. "Immersion in a minority language". Issues and Perspectives on Student Diversity and Content-Based Language Education 9, nr 2 (6.05.2021): 279–309. http://dx.doi.org/10.1075/jicb.21003.nic.

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Abstract When the earliest Irish language immersion schools outside Irish-speaking (Gaeltacht) areas were established, students were likely to come from relatively high socioeconomic backgrounds. While research has shown positive outcomes for these students, less is known about the outcomes of immersion education for students from areas of social disadvantage. Of 145 Irish immersion primary schools in the Republic of Ireland in 2016, 13 (8%) served low socioeconomic status (SES) communities. The current study examined the achievements of Grade 3 (n. = 283) and Grade 6 (n. = 235) students in these schools on nationally-standardised tests of English reading and mathematics. Their scores are compared to those of students attending schools in areas of disadvantage nationally. Immersion students in Grade 3 achieved lower mean scores on both English reading and mathematics when compared with their low-SES English-medium peers. However, Grade 6 students achieved at about the same level in mathematics and outperformed their low-SES peers nationally in English reading.

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Lockwood, Jane. "THE ENGLISH IMMERSION PROGRAM: MEASURING THE COMMUNICATION OUTCOMES". Indonesian EFL Journal 1, nr 1 (12.09.2017): 98. http://dx.doi.org/10.25134/ieflj.v1i1.619.

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This paper explores how language assessment is typically used to measure language gain as a result of the Immersion experience abroad. It also explores ways in which this might be improved. This study explores a recent experience where Australian immersion providers, participants and funders all report significant intercultural awareness raising and improved confidence in understanding and speaking in English as a result of the sojourn. However, it transpires that the immersion providers used traditional proficiency focused language assessment tools on entry and exit to measure communication outcomes across the skills of listening, speaking, reading and writing. It appears therefore, that there is a gap between what the perceived outcomes and value are of the Immersion experience, and how they are currently measured. This article reports on a small scale study exploring the perceptions of two immersion providers in Australia, one immersion coordinator in Hong Kong and four returnees on the language assessments they used and experienced, particularly probing on how well they felt these assessments measured their communication gains as a result of the immersion experience.Keywords: Language assessment, immersion, indigenous criteria.

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Marsh, Herbert, Kit-Tai Hau i Chit-Kwong Kong. "Late Immersion and Language of Instruction in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects". Harvard Educational Review 70, nr 3 (1.09.2000): 302–47. http://dx.doi.org/10.17763/haer.70.3.gm047588386655k5.

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In this article, Herbert Marsh, Kit-Tai Hau, and Chit-Kwong Kong evaluate the effects of instruction in the first language (Chinese) and the second language (English) on achievement using multilevel growth models for a large representative sample of Hong Kong students during their first three years of high school. For nonlanguage subjects, late immersion in English as the language of instruction had large negative effects. Immersion in English did have positive effects on English and, to a smaller extent, Chinese language achievement, but these effects were small relative to the large negative effects in nonlanguage subjects. Whereas previous research has shown positive effects for early-immersion programs that start in kindergarten where language demands are not so great, negative effects for this late-immersion program challenge the generality of these findings to high schools and, perhaps, theoretical models of second-language acquisition.

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Ma'ruf, Haris, i 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, nr 1 (29.02.2020): 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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Hipfner-Boucher, Kathleen, Katie Lam i Becky Xi Chen. "The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children". Written Language and Literacy 17, nr 1 (11.04.2014): 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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Supriyono, Yusup, Yuyus Saputra i Nita Sari Narulita Dewi. "English Immersion Program in EFL Setting: A Modified Model, Implementation, and Effectiveness". JEELS (Journal of English Education and Linguistics Studies) 7, nr 1 (26.05.2022): 137–60. http://dx.doi.org/10.30762/jeels.v7i1.209.

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This study reflects the best practice of the English immersion program designed for EFL learners.Â Through observation in the research site and interview with eight participants (two language managers and six language learners), the modified model is discovered as the guidelines in ruling the project in which curriculum, English proficiency, and language management are the main points. Besides, Informal learning becomes the hot issue of this study since the English zone facilitates English informal interaction between language partners and learners which enhances English learning experiences effectively and motivates them to use English. The finding also reported that English immersion program emerges learning community, personal qualities development, English language acquisition, and self-efficacy, language awareness and language exposure The study may contribute to the body of knowledge in second language acquisition and recommend schools or universities and other related institutions to implement English immersion program as the alternative solution for English language learning in non-native speaking countries.

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Supriyono, Yusup, Yuyus Saputra i Nita Sari Narulita Dewi. "ENGLISH IMMERSION PROGRAM IN EFL SETTING: A MODIFIED MODEL, IMPLEMENTATION, AND EFFECTIVENESS". JEELS (Journal of English Education and Linguistics Studies) 7, nr 1 (26.04.2020): 137–60. http://dx.doi.org/10.30762/jeels.v7i1.1767.

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This study reflects the best practice of the English immersion program designed for EFL learners. Through observation in the research site and interview with eight participants (two language managers and six language learners), the modified model is discovered as the guidelines in ruling the project in which curriculum, English proficiency, and language management are the main points. Besides, Informal learning becomes the hot issue of this study since the English zone facilitates English informal interaction between language partners and learners which enhances English learning experiences effectively and motivates them to use English. The finding also reported that English immersion program emerges learning community, personal qualities development, English language acquisition, and self-efficacy, language awareness and language exposure The study may contribute to the body of knowledge in second language acquisition and recommend schools or universities and other related institutions to implement English immersion program as the alternative solution for English language learning in non-native speaking countries.

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Burchell, Diana, Kathleen Hipfner-Boucher, Janani Selvachandran, Patricia Cleave i Xi Chen. "Evaluating the Oral Language Skills of English-Stream and French Immersion Students: Are the CLB/NCLC Applicable?" Canadian Journal of Applied Linguistics 23, nr 2 (16.10.2020): 118–40. http://dx.doi.org/10.37213/cjal.2020.30461.

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This study examined the oral language skills of grade-two anglophone children enrolled in French Immersion and English-stream programs. The study had two objectives: (a) to compare performance between the groups on measures of receptive vocabulary, narrative comprehension, and narrative production (i.e., structure and language) in English, and (b) to explore the applicability of the Canadian Language Benchmarks/Niveaux de compétences linguistiques canadiens (CLB/NCLC) to assessment of their conversational competency. All children (English-stream n = 27, French Immersion n = 33, aged 7-8 years) were tested in English. In addition, the French Immersion students were tested using equivalent measures in French. The results comparing performance in English revealed no differences between the groups on receptive vocabulary, narrative comprehension and narrative structure. However, the English-stream children outperformed their French Immersion peers in narrative language. Furthermore, CLB/NCLC listening and speaking criteria were applied to conversational samples yielding level scores in English (both groups) and French (French Immersion only). The range of benchmarks that are appropriate for this population is discussed in detail.

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Chabierska, Małgorzata. "Summer English language and American culture immersion program". Polonistyka. Innowacje, nr 10 (17.01.2020): 143–54. http://dx.doi.org/10.14746/pi.2019.10.11.

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Hernández, Ana M. "Language status in two-way bilingual immersion". Journal of Immersion and Content-Based Language Education 3, nr 1 (9.02.2015): 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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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, nr 2 (lipiec 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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Payesteh, Bita, i Lizbeth H. Finestack. "Narrative language development of Persian-English bilingual children attending an immersion preschool". Clinical Archives of Communication Disorders 6, nr 3 (31.12.2021): 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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Suri, Ishrat. "Strategies for Teaching English Abroad: The Immersion Classroom". Journal of Education and Educational Development 3, nr 1 (4.06.2016): 123. http://dx.doi.org/10.22555/joeed.v3i1.714.

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English language development is best laid on the foundation of natural and social interactions which requires a great deal of sacrifice from educators who teach abroad (Snow, 1997). Learning to speak a new language grants learners a passport and highly coveted citizenship to a culturally interconnected world (Met & Lorenz, 1993); however, educators often face a daunting challenge. They must come up with comprehensive strategies which ensure that learners obtain requisite skills faster than might otherwise be deemed necessary. They must also employ non-verbal communication in place of the native language and secure a total commitment from students (Fortune, 2000). Finally, educators must leverage the brain’s information processing and retention ability against a very formidable threat: forgetting. The paper focuses on language immersion classroom strategies currently being used around the world, along with a discussion on how technology has been used to increase language and cultural competencies. This research has implications for educators and administrators who are interested in the impact that technology access has on learning when paired with a total immersion approach. This paper will present recommendations for international English language immersion programs, whose goals are to develop a total cultural competency for students aged 5-25 in environments where there are limited resources to aid in language immersion.

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Alsulami, Sumayyah Qaed. "Partial Immersion Program for Saudi Bilinguals". English Language Teaching 10, nr 2 (21.01.2017): 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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Courtney, Matthew B. "Developing multicultural leaders through online language immersion". Journal for Multicultural Education 15, nr 4 (11.10.2021): 416–28. http://dx.doi.org/10.1108/jme-07-2021-0094.

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Purpose This study aims to document the impact of an 80-h virtual Spanish language immersion program on four elementary school leaders in Kentucky. Design/methodology/approach This study used a mixed methods approach. Each subject participated in three semi-structured interviews with the researcher and a standardized oral language assessment. Findings Participants expressed greater confidence when interacting with students and families who do not speak English, greater empathy for students learning English, new cross-cultural understandings and deeper knowledge about the language acquisition process and language instruction. Practical implications Training in a foreign language may prove to be a valuable professional learning activity for leaders seeking to develop a stronger skillset and mindset for multicultural education. Originality/value This paper contributes to the literature by documenting a previously un-researched virtual language immersion program.

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Kpogo, Felix, i Virginia C. Mueller Gathercole. "The influence of native English-speaking environment on Akan-English bilinguals’ production of English inter-dental fricatives". International Journal of Bilingualism 24, nr 4 (24.04.2019): 559–71. http://dx.doi.org/10.1177/1367006919844032.

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Aims and Objectives: This study examined how age of acquisition, immersion in a native English-speaking environment, and phonological environment influence Akan-English bilinguals’ production of English inter-dental fricatives. Design/Methodology: Forty-five Akan-English bilinguals who immigrated to the USA between the ages of 10 and 64 participated. English inter-dental fricatives occurring in word-initial, intervocalic, and word-final positions were elicited through a production task using sentence frames. Accuracy of production was analyzed relative to age of acquisition, relative length of immersion, and phonological environment. Findings/Conclusion: Performance was better overall on the voiceless than the voiced inter-dental, but the phonological environment mattered: performance was at ceiling for both in the medial position, but less good in the initial and final positions. Early age of acquisition conspired with length of residence in the USA to foster better production for both sounds. However, substitutions for target segments were still observed in the most fluent speakers. These results indicate that in determining speakers’ proficiency in the second language, we must consider all of these factors—phonological environment, age of acquisition, and length of stay—together to gain a comprehensive picture of development. Originality: Few studies have examined Ghanaian speakers’ English, even though English is the official language of Ghana. Further, previous studies on second-language speakers’ abilities with inter-dental fricatives have largely focused on word-initial environments. The present study reveals that distinct phonological environments may not show the same effect. Here, speakers were particularly accurate in intervocalic positions. Significance: This study contributes to theoretical debates concerning the roles of input and age of acquisition for second-language learning. It also provides insights on some of the possible hurdles that second-language learners face as they strive to acquire additional languages, which can assist second-language teachers in designing appropriate methodologies to help learners.

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Pratiwi, Widya Rizky, Haryanto Atmowardoyo i Kisman Salija. "The Need Analysis of Participation in an English Immersion Village at Kampung Inggris Pare". International Journal of Language Education 4, nr 2 (30.03.2020): 158. http://dx.doi.org/10.26858/ijole.v4i2.12599.

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The privilege of English as an international lingua franca force many countries to open a wider opportunity for society to learn the language. However, the unbalance between societal needs and the role of English as a foreign language in Indonesia sometimes find the obstacles in the process of learning. This paper reveals the learners’ initial perception of English and analyzes the need for participation in an English immersion program. 24 participants from six English institutions contributed to this qualitative study. The data collected through participant observation and semi-structured interviews for three months in Kampung Inggris Pare, Kediri, East Java, Indonesia. Most of the learners had a negative perception of English before participating in this immersion program that they perceived this language was difficult. This perception is associated with negative experiences during the process of learning English at school. However, their awareness of low self-confidence and poor speaking performance in facing globalization invited them to participate in an English immersion village in Kampung Inggris Pare. This paper concludes that the necessities, the lacks, and students' desire underlie the need analysis of participating in an English immersion program in Kampung Inggris Pare.

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Harley, Birgit, Douglas Hart i Sharon Lapkin. "The effects of early bilingual schooling on first language skills". Applied Psycholinguistics 7, nr 4 (grudzień 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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Amanti, Cathy. "Is native-speakerism impacting the Dual Language Immersion teacher shortage?" Multilingua 38, nr 6 (26.11.2019): 675–86. http://dx.doi.org/10.1515/multi-2018-0011.

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Abstract Although Dual Language Immersion Education is growing in popularity in the United States, staffing these programs represents one of the greatest challenges for school administrators. Ironically, this is the case even for Spanish-English Dual Language Immersion programs despite the fact that the United States has the second highest number of Spanish speakers of any country in the world. What barriers hinder Spanish-English Dual Language Immersion schools from filling their teaching positions? This exploratory article suggests that native-speakerism may be part of the problem. Drawing on literature from the field of English Language Teaching, this article goes further to suggest that notions of who is the ideal Dual Language teacher, unless carefully considered, may exacerbate the linguistic marginalization of U.S.-born Latinxs, a group whose Spanish-speaking abilities are too often stigmatized.

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Payesteh, Bita, i Lizbeth H. Finestack. "Influences of language input and production on the language skills of Persian-English bilingual immersion preschool children". Journal of Immersion and Content-Based Language Education 8, nr 1 (31.03.2020): 80–106. http://dx.doi.org/10.1075/jicb.18032.pay.

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Abstract The purpose of this study was to better understand bilingualism in Persian-English preschool-aged children, and how their language performance across two domains of language related to their language production and parental language input. Participants were 15, 2- through 5-year old Persian-English bilingual children attending a Persian immersion preschool in the U.S. The participants completed a battery of language tasks in English and Persian and participants’ parents provided language input and production information. Data indicate that greater input in the heritage language outside school, Persian, will likely lead to better Persian skills, while greater English input may negatively affect the children’s Persian skills. Participants received consistent native-level Persian input in school, yet the results suggest that Persian as a heritage language in the U.S. may be susceptible to the same vulnerability that affects other non-mainstream languages.

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Irawan, Lalu Ari, i Haerazi Haerazi. "ISLAMIC CULTURAL NOTES IN ELT INSTRUCTION IN THE ISLAMIC BOARDING SCHOOLS OF HARAMAIN NAHDLATUL WATHAN NARMADA, WEST NUSA TENGGARA". AKADEMIKA: Jurnal Pemikiran Islam 25, nr 2 (23.01.2021): 385. http://dx.doi.org/10.32332/akademika.v25i2.1437.

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Islamic contents and English were taught at Islamic Boarding School (IBS) Haramain Nahdlatul Wathan (NW) Narmada. English is taught as a general subject and compulsory subject as well. An English community (Language Asrama) is established by Kiai. It is aimed at practicing speaking English and exercising public speaking skills. IBS Haramain NW Narmada includes one of the IBSs in Indonesia in which it reflected Islamic values, cultures, and indoctrination in its teaching and learning. The pieces of evidence showed that this institution taught English for students (Santri) as a tool to gain global information around the world. Dealing with the ELT classrooms, IBS Haramian NW Narmada employed some learning strategies reflecting Islamic cultures and values such as syawir, Lalar, Hafal (memorizing), and Setoran (deposit). The strong emphasis on Arabic and English in daily communication addresses the immersion language program. It is a method applied to teach foreign languages. Based on the application, the IBS Haramain NW Narmada applied a total immersion program, in which Arabic and English are the target languages.

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Cheng, Liying, Miao Li, John R. Kirby, Haiyan Qiang i Lesly Wade-Woolley. "English language immersion and students' academic achievement in English, Chinese and mathematics". Evaluation & Research in Education 23, nr 3 (wrzesień 2010): 151–69. http://dx.doi.org/10.1080/09500790.2010.489150.

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Cheng, Liying, Miao Li, John R. Kirby, Haiyan Qiang i Lesly Wade-Woolley. "English language immersion and students' academic achievement in English, Chinese and mathematics". Evaluation & Research in Education 24, nr 2 (czerwiec 2011): 163. http://dx.doi.org/10.1080/09500790.2011.579400.

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Siegel, Linda S. "Early English immersion in Xi’an, China: An experiment in English language teaching". Frontiers of Education in China 6, nr 1 (25.02.2011): 1–7. http://dx.doi.org/10.1007/s11516-011-0119-1.

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Gómez Calderón, María José. "EMI and the Teaching of Cultural Studies in Higher Education: A Study Case." Language Value 14, nr 2 (2.12.2021): 87–113. http://dx.doi.org/10.6035/languagev.6130.

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This paper examines students’ perspectives on the challenges raised by their first encounter with EMI pedagogy in higher education. The research was conducted with a group of beginner students with no previous experience in monolingual instruction in English. The case studied is based on two English Cultural Studies subject courses of the English Studies Program at a Spanish university and taught in a learning environment of total linguistic immersion. By activating their metacognitive and metalinguistic awareness, students were encouraged to take ownership of the stages of their learning process and assess it critically. Set at the intersection of EFL, ESP, and EAP, the specificities of these courses comprising linguistic and non-linguistic contents shed light on the teaching procedures employed in English Departments training programs, whose goals are to turn undergraduates into expert linguists and philologists and maximise their communicative proficiency in academic English.

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Holobow, Naomi E., Fred Genesee, Wallace E. Lambert, Joseph Gastright i Myriam Met. "Effectiveness of partial French immersion for children from different social class and ethnic backgrounds". Applied Psycholinguistics 8, nr 2 (czerwiec 1987): 137–52. http://dx.doi.org/10.1017/s0142716400000175.

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ABSTRACTA program of partial (half-day) French immersion in the Cincinnati Public Schools was evaluated in the kindergarten year. The English and French language development of participating native English-speaking children from both working and middle class backgrounds was assessed. The results indicated, firstly, that the pupils who spent half of their academic time in a foreign language (French) progressed just as well in English as carefully matched control pupils who followed a conventional all-English program. Secondly, it was found that socioeconomically underprivileged children (both black and white) benefited from an immersion-type introduction to a foreign language as much as pupils from middle class homes did. The degree of progress made in French was not linked with the social class background of the pupils even though this background factor clearly affected the students' performance on the English language tests. These results suggest that the immersion experience may help to diminish the effects of social class background.

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Martin, Sarah, Christina Hodder, Emily Merritt, Ashley Culliton, Erin Pottie i Elizabeth Kay-Raining Bird. "Bilingual outcomes for a student with Down Syndrome in French immersion". Issues and Perspectives on Student Diversity and Content-Based Language Education 9, nr 2 (13.04.2021): 223–51. http://dx.doi.org/10.1075/jicb.20011.mar.

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Abstract This study investigated the French and English outcomes and experiences of one student with Down syndrome enrolled in a Canadian French Immersion (FI) program. Testing in Grades 6 and 8 revealed development in both languages, higher English than French skills, and progress across the two years in English only. English language and reading comparisons in Grade 8 showed the bilingual student had similar or better English abilities than age-matched monolinguals with Down syndrome (DS) schooled in English only. Interviews revealed that the parents were strong advocates for their son and worked closely with the school to ensure accommodations were in place in FI that fostered his success. The interviews also offered some explanation for the lack of French progress at second testing. This study provides the first evidence that FI can provide a path to bilingualism for students with DS. The findings have implications for inclusive education.

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Costa, Francesca, i Maria Teresa Guasti. "Is Bilingual Education Sustainable?" Sustainability 13, nr 24 (13.12.2021): 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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Steinlen, Anja K. "The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school". Studies in Second Language Learning and Teaching 7, nr 3 (15.09.2017): 419–42. http://dx.doi.org/10.14746/ssllt.2017.7.3.4.

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Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.

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Rusk, Brian V., Johanne Paradis i Juhani Järvikivi. "Comprehension of English plural-singular marking by Mandarin-L1, early L2-immersion learners". Applied Psycholinguistics 41, nr 3 (maj 2020): 547–77. http://dx.doi.org/10.1017/s0142716420000089.

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AbstractPrevious research has established that early second language (L2) learners in classroom immersion may not ultimately produce all L2 morphosyntactic features as first language (L1) speakers of the language do, whereas L2 comprehension outcomes are reported to be less divergent from those of L1 speakers. However, immersion learners’ L2 comprehension is typically assessed using tasks of holistic understanding, and therefore, little is known about fine-grained comprehension of specific morphosyntactic constructions. To address this, the present study examined online comprehension of English plural–singular marking by Mandarin-speaking, English-immersion learners in Taiwan. This semantically transparent feature differs from the L1 grammar and is a notable area of difficulty for Mandarin-speaking L2-English learners. The present study assesses middle school-aged immersion learners’ comprehension using a visual-world eye-tracking task combined with a picture decision task, comparing results to age-matched English-monolingual controls. After more than 8 years of L2 exposure, the immersion participants showed similarities and differences to monolinguals in plural–singular marking comprehension as measured by eye-tracking, and were less accurate in their interpretations on the picture decision task. This study shows that comprehension differences for a semantically transparent morphosyntactic construction can be apparent even after many years for learners who started immersion at an early age.

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Shenk, Elaine. "Constructing perspectives on language diversity in the U.S. Midwest". Spanish in Context 8, nr 1 (5.07.2011): 144–65. http://dx.doi.org/10.1075/sic.8.1.07sch.

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This paper examines perspectives on language diversity that surfaced prior to, during, and immediately following the implementation of a two-way immersion program in a public school district in Iowa. Using a social constructionist paradigm, combined with Habermas’ understanding of the public sphere, the paper explores local and regional media coverage of the two-way immersion program alongside coverage of emerging language legislation on Official English in Iowa, spanning the last years of the 20th century into the beginning of the 21st. The analysis reveals a variety of postures within the public discourse related to the presence and use of languages other than English in this Midwestern context. The paper argues that it is precisely this interface of varying perspectives that will potentially facilitate a more lasting receptive social environment towards language diversity in the state.

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Ballinger, Susan, Roy Lyster, Andrea Sterzuk i Fred Genesee. "Context-appropriate crosslinguistic pedagogy". Journal of Immersion and Content-Based Language Education 5, nr 1 (7.04.2017): 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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KALIA, VRINDA, M. PAULA DANERI i MAKEBA PARRAMORE WILBOURN. "Relations between vocabulary and executive functions in Spanish–English dual language learners". Bilingualism: Language and Cognition 22, nr 1 (27.10.2017): 1–14. http://dx.doi.org/10.1017/s1366728917000463.

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The role of dual language exposure in children's cognitive development continues to be debated. The majority of the research with bilingual children in the US has been conducted with children becoming literate in onlyoneof their languages. Dual language learners who are becoming literate in both their languages are acutely understudied. We compared dual language learners (n = 61) in a Spanish–English dual language immersion program to monolingual English speaking children (n = 55) who were in a traditional English only school. Children (kindergarten to 3rdgrade) completed standardized vocabulary tasks and two measures of executive functions. Despite having significantly smaller English vocabularies, the dual language learners outperformed the monolingual children on the executive function measures. Implications for our understanding of the relations between oral language development and executive function in bilingual children are discussed.

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Majumdar, Manabi, i Rahul Mukhopadhyay. "English immersion and Bangla floatation? Rendering a collective choice private". International Journal of the Sociology of Language 2018, nr 253 (28.08.2018): 79–102. http://dx.doi.org/10.1515/ijsl-2018-0024.

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Abstract This article aims to revisit the importance of nurturing reciprocal relationships of equality and enrichment between Bangla and English in the school life of children residing in the Indian state of West Bengal. We couple the descriptor “immersion” with English and “floatation” with Bangla to serve as metaphors for language ideology. After a brief review of the language in education policy in the country and in Bengal in both colonial and post-Independence periods, we draw on conversations with schoolteachers about the preference for English and the relative disregard for Bangla to present three basic arguments. First, there is no reason to be forced to choose between English and Bangla in Bengali education. There is even less reason – indeed, there are greater costs – to follow the policy of immersion in English and mere floatation in Bangla. Second, the equity-enhancing potential of “empowering people with English” may get neutralized if a disproportionate burden falls on the poor of purchasing minimal proficiency in English in schools providing “have-little” English. Third, unless English language training happens in the company of Bangla, children in schools of Bengal will lose a great opportunity to cultivate their freedom of self-expression.

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Pocinho, Margarida, Agnieszka Olczak i Marzanna Franicka. "Bilingual language acquisition in preschool age: The emotional context of kindergarten daily routines". Problemy Wczesnej Edukacji 40, nr 1 (25.05.2018): 30–39. http://dx.doi.org/10.26881/pwe.2018.40.03.

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This study aims to enhance bilingual language acquisition in very young children in a Portuguese kindergarten. The promotion of children’s language and cognition is done through access to another language – English – in their daily context by incorporating the language into the children’s routines and school daily activities. We collected data from an immersion teacher training program towards bilingualism use, the development of their assistants’ English language fluency, the parents’ awareness and beliefs about English and children’s language development. The sample includes 140 children, aged 5 months to 6 years, teachers and teaching assistants. Teachers have changed their language beliefs concerning English and the program has influenced their practice. The results showed that children develop communicative skills in both languages when surrounded by a bilingual friendly and emotional environment. They use both languages in their everyday life and have created a positive and emotional relationship with the English.

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Davis, Stephen, Susan Ballinger i Mela Sarkar. "The Suitability of French Immersion for Allophone Students in Saskatchewan: Exploring Diverse Perspectives on Language Learning and Inclusion". Canadian Journal of Applied Linguistics 22, nr 2 (11.09.2019): 27–63. http://dx.doi.org/10.7202/1063773ar.

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French immersion programs in Saskatchewan have traditionally served to further the goals of additive bilingualism between Canada’s two official languages, French and English. Whereas these programs have historically consisted of predominantly Anglophone populations, recent trends in immigration have contributed to the increasingly diverse linguistic backgrounds of students throughout the province. The motivation, family support, and high academic achievement of allophone students learning French as an additional language have been documented extensively in Canada (Dagenais & Jacquet, 2000; Mady, 2013, 2014, 2015). Nevertheless, allophone students often do not benefit from the same access to second language education programs as their Anglophone and Francophone peers; indeed, such learners are sometimes excluded from French immersion programs on the basis of their lack of English language proficiency (Roy, 2015). Through Likert-scale surveys and semi-structured interviews, this mixed-methods research explored the perceived suitability of French immersion for allophone students by examining the perspectives of parents and educators in several schools in Saskatoon, Saskatchewan. This study will share the triangulated findings of the research, discuss the suitability of French immersion programs for allophone students, and provide recommendations for the future of such programs in Saskatchewan.

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MORALES, LUIS, DANIELA PAOLIERI, ROBERTO CUBELLI i M. TERESA BAJO. "Transfer of Spanish grammatical gender to English: Evidence from immersed and non-immersed bilinguals". Bilingualism: Language and Cognition 17, nr 4 (22.05.2014): 700–708. http://dx.doi.org/10.1017/s1366728914000017.

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In this study we explored whether native Spanish speakers’ knowledge of grammatical gender in their native language (L1) affects speech production in a second language (L2) which lacks this feature (English). We selected Spanish–English bilinguals for testing who were immersed in either an L1 or an L2 context. Using a picture–word task, participants had to name pictures in their L2 while ignoring distractor words that could be either gender-congruent or gender-incongruent according to the Spanish translation. Results revealed that non-immersed participants were slower naming the pictures in the congruent condition, suggesting that bilingual people are influenced by knowledge about gender in their native language, even when producing utterances in a language in which this information does not apply. However, no such influence was observed for immersed bilinguals, suggesting that immersion environment attenuates access to the native language. We interpret our results as evidence of transfer effects between languages with different lexical systems, which seem to depend on language immersion.

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KRUK, RICHARD S., i KRISTIN A. A. REYNOLDS. "French immersion experience and reading skill development in at-risk readers". Journal of Child Language 39, nr 3 (6.09.2011): 580–610. http://dx.doi.org/10.1017/s0305000911000201.

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ABSTRACTWe tracked the developmental influences of exposure to French on developing English phonological awareness, decoding and reading comprehension of English-speaking at-risk readers from Grade 1 to Grade 3. Teacher-nominated at-risk readers were matched with not-at-risk readers in French immersion and English language programs. Exposure to spoken French phonetic and syllabic forms and to written French orthographic and morphological forms by children attending French immersion programs was expected to promote phonological, decoding and reading comprehension achievement. Growth in all outcomes was found, with children in immersion experiencing higher final status in phonological awareness and more rapid growth and higher final status in decoding, using multilevel modeling. At-risk readers in French immersion experienced faster growth and higher final status in reading comprehension. Benefits to reading of exposure to an additional language are discussed in relation to cross-language transfer, phonological grain size and enhanced executive control processes.

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KNELL, ELLEN, QIANG HAIYAN, PEI MIAO, CHI YANPING, LINDA S. SIEGEL, ZHAO LIN i ZHAO WEI. "Early English Immersion and Literacy in Xi'an, China". Modern Language Journal 91, nr 3 (wrzesień 2007): 395–417. http://dx.doi.org/10.1111/j.1540-4781.2007.00586.x.

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ROMANIUK, JAROSLAW R., KRISTIN MILLER, MARY KAY PIESKI, TERESA G. WOJCIK i KATHLEEN J. FARKAS. "TEACHING ENGLISH AS A FOREIGN LANGUAGE: A CASE STUDY FROM POLAND". Society Register 4, nr 4 (1.12.2020): 167–82. http://dx.doi.org/10.14746/sr.2020.4.4.08.

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This article presents a detailed history of the development of a particular immersion program to teach English to young Polish students. The program draws support from two organizations, the Kościuszko Foundation and the Polish Scouting Organization. Kościuszko Foundation is dedicated to strengthening the ties between the United States and Poland as well as to increase knowledge of Poland’s history and culture in the United States. The cooperation of these two organizations developed an experience of immersion in language and cultural exchange. Both the teachers and the students in this program benefited from the opportunity to engage in a number of different types of language activities and cultural events through a summer camp experience. This program is, of course, unique, but the elements of context, culture and immersion could be used in other programs to develop English skills and knowledge in the context American culture.

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Fortune, Tara, i Wei Song. "Academic achievement and language proficiency in early total Mandarin immersion education". Journal of Immersion and Content-Based Language Education 4, nr 2 (2.09.2016): 168–97. http://dx.doi.org/10.1075/jicb.4.2.02for.

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Two types of Mandarin immersion programs for elementary age children are growing in popularity: the early total (90/10) program model and the partial (50/50) model; however, little empirical data exists on student learning in either program type. This paper reports on a multi-year research study of K–5 students who participated in the early total Mandarin immersion program. Findings show achievement in English reading and math that is commensurate with, and at times better than grade-level non-immersion peers’ achievement in the same school, district, and state. There was also evidence of a “math advantage” for the Mandarin immersion learner group both in Grades 3 and 5. Beyond academics, the majority of Grade 5 students demonstrated proficiency in Mandarin at Intermediate levels with listening and speaking skills outpacing character writing and reading. This finding suggests a need to further explore character literacy development to better understand best practice for English-proficient children in the U.S.

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Supriyono, Yusup, i Nita Sari Narulita Dewi. "ENGLISH LANGUAGE IMMERSION BERBASIS KEARIFAN LOKAL BAGI SISWA SEKOLAH DASAR". Sarwahita 14, nr 02 (1.12.2017): 140–44. http://dx.doi.org/10.21009/sarwahita.142.08.

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ABSTRACT: Early English mastery for children is very urgent considering Indonesia has an important position in the world's interests, both economically, socially, culturally and politically. Therefore, the global communication capability is one of the national agenda which is affixed to the national curriculum which must be studied from elementary level to university. Local Language Wisdom Immersion approach based on Local Wisdom comes as an effort to face the challenge. The targets of this program are young learners, ranging in age from 10-12 years old, who sit at the elementary school level. Learners learn English using a mix of local and international content, enabling cross-cultural learning, and learning patterns using second language acquisition. Furthermore, the portfolio assessment is used for assessment, including test, questionnaire, observation, and documents. The advantages of English language immersion based on local wisdom, ie learners in addition to mastering basic English, they are also prepared psychologically, socially and culturally. Their future hopes will be the future of national communications capabilities of global communications capabilities. ABSTRAK: Penguasan bahasa Inggris sejak dini menjadi sangat urgen mengingat Indonesia memiliki posisi penting dalam pencaturan kepentingan dunia, baik secara ekonomi, social, budaya maupun politik. Oleh karena itu, kemampuan komunikasi global menjadi salah satu agenda nasional yang dibubuhkan menjadi kurikulum nasional yang harus dipelajari mulai tingkat dasar sampai perguruan tinggi. Pendekatan English Language Immersion berbasis Kearifan lokal hadir sebagai upaya menghadapi tantang tersebut. Sasaran program ini adalah pebelajar muda (English young learners), dengan rentang usia 10-12 tahun, yang duduk ditingkat sekolah dasar. Peserta didik belajar bahasa Inggris dengan menggunakan perpaduan konten lokal dan internasional, sehingga memungkinkan akan adanya belajar lintas budaya, dan pola-pola belajar menggunakan teori pemerolehan bahasa kedua (Second language acquisition). Selanjutnya portfolio assessment digunakan untuk melihat kemampuan, kinerja dan prestasi yang terukur dengan menggunakan alat assessmen, diantaranya test, kuesioner, observasi, dan dokumen. Kelebihan dari English language immersion berbasis kearifan lokal, yaitu peserta didik disamping dapat menguasai bahasa Inggris dasar, mereka juga dipersiapkan secara psikologis, sosial dan budaya. Harapan kedepan mereka akan menjadi duta bangsa di masa depan yang akan menyampaikan pesan kepada dunia bahwa bangsa Indonsia adalah bangsa yang besar yang memiki keunggulan-keunggulan lokal yang dapat dinilai secara ekonomi maupun politik yang patut dibanggakan ditingkat dunia melalui kemampuan komunikasi global yang mereka kuasai.

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Florentino, Nicole L., Tiffani P. Shelton, Danya S. Lebell, Jocelyn Caballero, Florence Bouhali, Ioulia Kovelman, Yuuko Uchikoshi Tonkovich i Fumiko Hoeft. "A-263 Literacy Acquisition Shaped by Bilingual Education". Archives of Clinical Neuropsychology 37, nr 6 (17.08.2022): 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. "Patterns of second language development in French immersion". Journal of French Language Studies 2, nr 2 (wrzesień 1992): 159–83. http://dx.doi.org/10.1017/s0959269500001289.

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AbstractIn this cross-sectional study of the a acquisition of French by English-speaking immersion students in Ontario, Canada, patterns of second language development are examined with particular reference to verbs. The analysis focuses on second language production data from interviews with 36 early immersion students at three different gradr levels, along with comparison data from a group of late immersion students and two groups of native French speakers. The study documents the learners' well-developed ability to negotiate meaning in context and the continuing impact of the first language in various aspects of their verb use.

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Mady, Callie. "Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view". Brock Education Journal 28, nr 2 (17.06.2019): 82–95. http://dx.doi.org/10.26522/brocked.v28i2.490.

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In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages. With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming.

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Garza, Aimee V., i Lindy Crawford. "Hegemonic Multiculturalism: English Immersion, Ideology, and Subtractive Schooling". Bilingual Research Journal 29, nr 3 (październik 2005): 599–619. http://dx.doi.org/10.1080/15235882.2005.10162854.

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Lee, Soyoung. "Language Policy in a Korean-English Two-Way Immersion Setting". Language, Culture and Curriculum 20, nr 2 (lipiec 2007): 109–25. http://dx.doi.org/10.2167/lcc329.0.

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Meyng Ju Park. "Language Use of English-speaking Children in the Immersion Classrooms". English Language Teaching 20, nr 1 (marzec 2008): 85–105. http://dx.doi.org/10.17936/pkelt.2008.20.1.005.

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