ESL: The Concept of Immersion
In ESL immersion has been subject to some controversy. On the one
hand it is felt that immersion is a good way to force learners into the
intricacies of the new language. In a school context immersion means
teaching the entire school curriculum by means of the second language. The
program was initiated in Canada to help English speakers with their
proficiency in French, the other official language of the country. The
program has been adopted in various forms in the United States as well.
Apart from English, immersion programs are available in French, German,
Spanish, Japanese, and Chinese (ERIC 1995).
Proponents of the program have researched the various ways in which
immersion can most effectively be accomplished. Content appears to play a
central role in creating a favorable environment for the immersion program.
Content should be integrated in the instruction process, and should follow
a systematic approach along with language instruction.
The immersion program operates from the assumption that absolute
proficiency in a language is not a requirement for effective instruction
through the language. According to this assumption, giving students a
purpose for the new language they are using, they learn the language faster
and more easily. The premise is that if important or interesting
information is conveyed by means of the target language, a basis is
established for learning. Conceptual and communicative substance is
provided by means of academic content (ERIC 1995).
Furthermore, many aspects of human development are included in an
immersion language program. The program recognizes the connection between
which students move, and seek to integrate these in Second Language
Instruction while the school child grows up. All aspects of life,
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