The immersion programs are considered as the most interesting and effective innovations in second language education. The immersion programs proved their effectiveness and they have been used in various areas of North America. Besides, various alternative forms of immersion have appeared. Lessons can be learned according to such principles as: the importance of integrating language with content instruction, discourse-rich classrooms, systematic planning of language combined with content instruction. Such approach demands literacy, knowledge of the native language and well developed first language skills.
LESSON 1
The first and most usual lesson that is learned from immersion is based on the integration of second language instruction with instruction in academic or other content. Such approach is applied more effectively comparing with other approaches according to which the second language is taught in isolation. Research has shown consistently that immersion students acquire functional proficiency in French, or in other second languages, that surpasses that of students in all other forms of second language instruction to which immersion has been compared (Genesee, 1987). The immersion approach is based on the integration of language instruction with content instruction.
The integrated approach applied in immersion greatly differs from the conventional based on grammar approaches that are applied in various other programs. In immersion, second language is learnt in a rich and meaningful communicative context. The purpose of learning is not to learn grammar perfectly, but to learn to communicate on a foreign language. Students have motivation for learning, when they have successes and an ability to talk to others in a foreign language. Instead of "practice" used in conventional programs, "creative construction," used in immersion is used. According to this principle, learners are encouraged to experiment with linguistic forms of the language for successful communication on various topics. Errors in language are often omitted, because their correction can make learners reluctant to speak. The purpose of immersion is not the perfect knowledge of grannar and phonetic rules, but language fluency.
According to a pedagogical approach, the integration of language and academic instruction in immersion programs is required to obtain academic skills and information necessary for effective second language teaching and learning. Language is used to discuss various topics, but not to attract instructional attention. Indeed, language learning in immersion is secondary to academic achievement. Instructional planning is based on the intellectual skills and knowledge required for effective learning. Students develop the language skills that are necessary for communication and understanding of talks in a foreign language.
During the last time a second language is taught not in isolation, but integrated with content instruction. Read the resons for these changes to a learning approach. The first reason is the learning of a foregn language for communication is performed in meaningful and important social situations. In everyday life people communicate to obtain or share information and to express their feelings, wishes and emotions. At school, pupils communicate according to the academic content of the school curriculum. For an effective motivation used to learn language, you should understand academic content and consider it interesting or important. The content of integrated second language instruction may contain any topic, theme or non-language situation that appeals to learners.
The second reason is the integration of important and interesting content and second language instruction for understanding and learning new language structures and patterns. Authentic classroom communication on academic or common topics provides a motivating context for learning. When there are no important content and authentic communication, language is learnt in isolation, without conceptual or communicative understanding.
The third reason is the relationship between language and other spheres of human development. Primary or first language acquisition is usually connected with cognitive and social development formed in pre-school and young school-aged children. When you teach second or foreign languages in isolation, language is separated from other spheres of human development.
The fourth reason is the proper use of second language for appropriate context. What is used in one context cannot be used in another one. The integration of content instruction reflects the specificity of functional language apply.
The changes from teaching second languages in isolation to teaching in a context have caused to the appearance of different integrated approaches and methods to second language teaching. Immersion is considered as one of such approaches, it is based on the development of language skills for academic goals. Immersion is based on academic instruction. The effectiveness of these immersion programs depends on the duration of the period during which the language is taught.
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