by Revel Arroway

Created on: October 03, 2009

Full immersion in a language program can have different definitions. Being able to identify what is meant by immersion is important before choosing to participate in a program that promises this aspect of language learning.

Academic immersion

Academic immersion is the type of immersion referred to when speaking about school learning. It is broken down into several different categories, based on the objectives of the school system and the make-up of the student population.

*Full immersion

In Full immersion, students are given their regular class lessons in the dominant language spoken by the community. Though students will also have specific language classes to help in improving, all of the remaining classes will be taught in a language that is not their native tongue.

*Partial immersion

In Partial immersion, part of the material taught is in the students' minority language and part in the community's majority language.

The immersion referred to in Academic immersion is limited to the classroom in most cases, though support activities such as clubs or excursions are often available. This type of immersion has been available in many school systems since the early 1970's. As with all areas of language learning, it is constantly being evaluated, discussed and renewed by professionals in the field.

What is language immersion education? CARLA, University of Minnesota

Target Language Only

In learning a new language, there is a general assumption that ignoring, or not using the native language will accelerate and improve the acquisition of the second language. This attitude has sociological and historical roots that at times confuse actual language study. Using the native language from time to time is not only relaxing but also quite useful.

In most language classes the use of a common native language between the teacher and the student to explain material or concepts is accepted. In English as a Second Language (ESL) classes, on the other hand, teachers often avoid using anything but English. Sometimes this arises from teachers not speaking the native language of the students. Other times it comes from mixed-language groups. In general, though, it is based on concepts that are always being actively debated.

Comparison of Philosophical Assumptions of
English-only L2 Instruction Versus Bilingual Education by Jill Kerper Mora San Diego State University

Historical reasons for the Expansion of the English Language and its Implications for the EFL classroom

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