A language immersion program is one where students are placed in a classroom or setting in which only the target language is used. Variations of language immersion include partial immersion and dual (or bilingual) immersion.
History and Rationale behind Language Immersion
According to Walker and Tedick (2000), language immersion programs originated in Canada about 40 years ago and are today "a language education program model used for a variety of purposes and across a wide range of social, cultural, and political contexts" (p. 6). For example, it has been used not only to teach foreign languages, but also to preserve near-extinct languages and to teach the language of a coloniser.
Language immersion education evolved from the Direct Method (or Natural Method) of teaching additional languages, which developed in the late 19th century. Rather than focusing on grammar and translation, which was the standard method of teaching languages at the time, the Direct Method revolves around conversations between teachers and students. It is based on the idea that one learns his or her L1 (native language or mother tongue) without being formally taught and can therefore learn their L2 (the target language) in the same way.
In addition to this philosophy, the main reasons behind the rise of language immersion programs are:
- Many people go overseas to teach in countries where they don’t speak the local language.
- Students in the same class may have different cultural and linguistic backgrounds; therefore, you would have a number of different L1s within the same classroom.
Arguments in Favour of Language Immersion Programs
- Because only the L2 is spoken, students are forced to make communication attempts.
- Similarly, using (or overusing) the L1 in the classroom decreases exposure to the L2.
- Through language immersion, students see the different ways in which similar concepts can be expressed, thus exposing them to different cultures.
- Students learn in the most natural way possible.
Arguments against Language Immersion Programs
- Students may not understand instructions in the L2. It is also difficult to tell whether the lack of understanding is due to not understanding the L2, or whether the concept would be beyond them even if it was in their L1.
- The emphasis on speaking comes at the expense of language rules such as grammar. This aspect of language development may stall unless formally or systematically taught.
Language immersion programs can be an effective way of learning a new language and culture. However, it is important to remember that different people have different learning styles, and someone with little or no knowledge of the L2 may struggle in an immersion environment.
References
Harmer, J. (2007). Describing learning contexts. In The Practice of English Language Teaching (4th ed.). (pp. 132-6). Essex: Pearson Education.
Walker, C. & Tedick, D. (2000). The complexity of immersion education: teachers address the issues. The Modern Language Journal, 84, 5-24. Retrieved March 14, 2009, from JSTOR.
