Book contents
- Frontmatter
- Contents
- List of contributors
- Series editors' preface
- Preface
- Chapter 1 Immersion education: A category within bilingual education
- I IMMERSION IN A FOREIGN LANGUAGE
- II IMMERSION FOR MAJORITY-LANGUAGE STUDENTS IN A MINORITY LANGUAGE
- III IMMERSION FOR LANGUAGE REVIVAL
- IV IMMERSION FOR LANGUAGE SUPPORT
- V IMMERSION IN A LANGUAGE OF POWER
- VI LESSONS FROM EXPERIENCE AND NEW DIRECTIONS
- Chapter 12 Lessons from U.S. immersion programs: Two decades of experience
- Chapter 13 Innovations in immersion: The Key School two-way model
- Chapter 14 From semantic to syntactic processing: How can we promote it in the immersion classroom?
- Index
Chapter 13 - Innovations in immersion: The Key School two-way model
Published online by Cambridge University Press: 05 October 2012
- Frontmatter
- Contents
- List of contributors
- Series editors' preface
- Preface
- Chapter 1 Immersion education: A category within bilingual education
- I IMMERSION IN A FOREIGN LANGUAGE
- II IMMERSION FOR MAJORITY-LANGUAGE STUDENTS IN A MINORITY LANGUAGE
- III IMMERSION FOR LANGUAGE REVIVAL
- IV IMMERSION FOR LANGUAGE SUPPORT
- V IMMERSION IN A LANGUAGE OF POWER
- VI LESSONS FROM EXPERIENCE AND NEW DIRECTIONS
- Chapter 12 Lessons from U.S. immersion programs: Two decades of experience
- Chapter 13 Innovations in immersion: The Key School two-way model
- Chapter 14 From semantic to syntactic processing: How can we promote it in the immersion classroom?
- Index
Summary
Introduction
In the United States, about one tenth of 1% of students attend some form of language immersion program. There are several variants of immersion in practice, including the classic early “total” immersion program model, such as that described by Lambert and Tucker (1972), and “partial” immersion programs. A common partial immersion model is one where instruction is equally divided between English and another language at all grade levels (Genesee, 1987). Another model of language immersion has emerged in some communities. These programs find a valuable resource in the growing numbers of students who speak languages other than English, many of whom are in programs designed to help them learn English. In what have come to be known as “two-way” bilingual, or “bilingual immersion,” programs, the approaches of language immersion (for English speakers) and bilingual education (for speakers of other languages) are combined to work toward bilingual proficiency and academic success for both sets of students.
Two-way bilingual programs integrate language-minority and language-majority students and provide instruction in, and through, two languages. As in foreign language immersion, students who speak the society's majority language (English) are immersed in a second language. As in bilingual education, students from a non-English-language background acquire literacy and other academic skills in their native language as they learn English. For a variety of reasons related to the societal roles of English and minority languages, and other social and educational factors, these different approaches are appropriate and effective for the two groups of students (Tucker, 1990).
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- Information
- Immersion EducationInternational Perspectives, pp. 265 - 283Publisher: Cambridge University PressPrint publication year: 1997
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