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Immersion Education: International Perspectives
... Studies consistently show that learners in immersive programs achieve greater linguistic gains than their counterparts in traditional classrooms. For example, Johnson and Swain's [6] research on immersion education demonstrated that learners achieved near-native proficiency in listening and speaking. Similarly, Dewey [5] found that participants in study-abroad programs showed significant improvements in oral proficiency and listening comprehension. ...
... Immersive courses consistently outperform traditional methods in areas such as fluency, pronunciation, and cultural competence. For example, while traditional methods often focus on grammar and vocabulary in isolation, immersive programs integrate these elements into meaningful communication [6]. ...
Immersive language courses have garnered attention as an effective means of improving second language ability while fostering cultural adaptation. Unlike traditional classroom-based methods, immersive programs emphasize experiential learning by engaging learners directly in linguistic and cultural contexts. This paper explores the multifaceted impacts of these courses on language proficiency, cultural sensitivity, and adaptation. Drawing on theoretical frameworks, empirical evidence, and comparative analyses, the study evaluates the transformative potential of immersive education and its challenges. The findings underline the importance of integrating real-world experiences in language instruction to achieve linguistic and intercultural competence.
... However, the Communicative Approach, though effective, is still restricted to language teaching. In contrast, in the IP, the second language is used as the medium of instruction for all or most school subjects, depending on the type of immersion (Krashen, 1984;Swain, 1980;Swain & Johnson, 1997). ...
... Many studies have been conducted on the effect of the immersion program on L2 proficiency enhancement and the development of additive bilingualism, in which proficiency in both L1 and L2 is promoted (Ahn, 2015;Fortune, 2011;Genesee, 1976;Kersten & Rohde, 2015;Kim, 2007;Lee, 2009;Swain & Johnson, 1997;Wesche, 2002). According to Cheng et al. (2010), "research has demonstrated that second language immersion is an effective means of facilitating primary school students' second language without undermining competence in their first language" (p. ...
There is no dearth of studies on pronunciation problems of students of English as a Foreign Language (EFL); however, research on pronunciation problems of young learners is scarce. Therefore, to fill this research gap, the present quasi-experimental study aimed at investigating the effect of L2 input on the pronunciation performance of young learners in English. To this end, two groups of primary school learners were recruited as the study participants. Both groups were of the same age (10 years old), and they were all native speakers of Turkish. Group A’s exposure to English was somewhat restricted since their education was exclusively in Turkish, while Group B received a great deal of input through an immersion program. Data were collected using a pictorial pronunciation test. The analysis of the data shows that Group B participants far outperformed Group A students. Everything being equal, this could be interpreted as the result of greater exposure Group B participants had to English through the immersion program they were following. Thus, it can be concluded that by increasing the amount of learners’ input, language acquisition, in general, and pronunciation performance, in particular, can be facilitated.
... Exposure to the L2 is largely confined to the classroom and students enter with a similar and limited level of L2 proficiency (Johnson & Swain, 1997). ...
... Based on descriptions and comparisons made by Lasagabaster andSierra (2010), Brown andBradford (2017) and Johnson and Swain (1997), Table 1 Brown and Bradford (2017) note that even in the research community the definitions are not always clear and can be used interchangeably. However, this comparison clearly shows that EMI is singled out as the only of the three with no language learning agenda, focusing only on content. ...
As linguistic diversity is increasing in many classrooms, teachers across disciplines and educational levels are more often faced with students of different language backgrounds and needs. Concomitant with educational initiatives to develop students' foreign language skills and multilingual repertoires, urgent needs to fast forward immigrant students' proficiency in the language of instruction are calling for the attention of educators and policy makers. By comparing and contrasting educational contexts involving content and language integrated learning (CLIL) and mainstream education of newly arrived immigrant students (NAS), this article seeks to bring language policy and its underlying ontology to the fore, highlighting its implications for pedagogy and educational outcomes, as well as for individual students and society. The focus is on the role of language in relation to content, hence a discussion on different variants of language integrated approaches, i.e. CLIL, English medium instruction (EMI) and immersion, to see how the education of immigrants relate to those. The article lends examples from a Swedish comparative research study on teachers' experiences with language learners in CLIL and among NAS. The contexts differ in some respects, but as this text will argue, the questions of shared character and interest are many, some of which refer to matters of fairness and comparability in education. Teachers in both contexts are struggling with how to handle limitations in students' academic language skills and students not learning disciplinary content with the same depth and complexity as they might have done if the students had been
... The program based its process on introducing French learning into the curriculum during kindergarten and the first two academic years to immerse learners in the target language. Later, other academic subjects were learned in English until sixth grade, in which academic contents were divided and taught in French and English equally to complement the teaching-learning process [12]. ...
... The classroom culture mirrors the first language. [12]. ...
The present research project attempts to improve the English vocabulary knowledge of the forty-nine Tenth Graders at Unidad Educativa "UPSE" by creating and proposing a Didactic Guide focused on what the Immersion Method establishes. In the educational setting, immersion aims at using the target language as the medium of instruction of academic, cultural, and subject content that supports language learners to be highly involved in the lessons.For the accomplishment of the main purpose, quantitative and qualitative methods were used, which allowed the researcher to apply several techniques to gather relevant data, such as observation, interview, and survey. The analyzed information helped to have a better understanding of the students' needs in learning meaningful vocabulary. This paper suggests a set of immersive content vocabulary activities based on the school's curriculum and topics of interest. Furthermore, those were designed to endow the educator with a tool that seeks to decrease the gaps in the teaching-learning process and encourage learners to put new words into practice while developing their English skills.
... This programme was born out of people's reaction to the inefficiency of learning a second language in schools that treated the language as an academic subject. The program basically proposed that students be assisted to acquire the second language through its habitual use as a medium of instruction and of social relations in the school without losing normal achievement in the curriculum (Swain & Johnson, 1997). ...
... Considering that immersion programme originated from Canada, this programme is designed as an optional programme in Indonesia. This programme is not compulsory, and its success depends on the positive attitude and motivation of students who join it on the voluntary basis (Swain & Johnson, 1997). In addition, a successful immersion programme will not only help promote the school itself but also potentially become another appealing feature of Indonesian education in general. ...
... However, the Communicative Approach, though effective, is still restricted to language teaching. In contrast, in the IP, the second language is used as the medium of instruction for all or most school subjects, depending on the type of immersion (Krashen, 1984;Swain, 1980;Swain & Johnson, 1997). ...
... Many studies have been conducted on the effect of the immersion program on L2 proficiency enhancement and the development of additive bilingualism, in which proficiency in both L1 and L2 is promoted (Ahn, 2015;Fortune, 2011;Genesee, 1976;Kersten & Rohde, 2015;Kim, 2007;Lee, 2009;Swain & Johnson, 1997;Wesche, 2002). According to Cheng et al. (2010), "research has demonstrated that second language immersion is an effective means of facilitating primary school students' second language without undermining competence in their first language" (p. ...
There is no dearth of studies on pronunciation problems of students of English as a Foreign Language (EFL); however, research on pronunciation problems of young learners is scarce. Therefore, to fill this research gap, the present quasi-experimental study aimed at investigating the effect of L2 input on the pronunciation performance of young learners in English. To this end, two groups of primary school learners were recruited as the study participants. Both groups were of the same age (10 years old), and they were all native speakers of Turkish. Group A's exposure to English was somewhat restricted since their education was exclusively in Turkish, while Group B received a great deal of input through an immersion program. Data were collected using a pictorial pronunciation test. The analysis of the data shows that Group B participants far outperformed Group A students. Everything being equal, this could be interpreted as the result of greater exposure Group B participants had to English through the immersion program they were following. Thus, it can be concluded that by increasing the amount of learners' input, language acquisition, in general, and pronunciation performance, in particular, can be facilitated. Resumen No hay escasez de estudios sobre los problemas de pronunciación de los estudiantes de inglés como lengua extranjera (EFL); sin embargo, la investigación sobre los problemas de pronunciación de los jóvenes estudiantes es escasa. Por lo tanto, para llenar este vacío de investigación, el presente estudio cuasi-experimental tuvo como objetivo investigar el efecto del input de L2 en la pronunciación de los jóvenes estudiantes de inglés. Con este fin, dos grupos de estudiantes de primaria fueron reclutados como participantes del estudio. Ambos grupos tenían la misma edad (10 años) y todos eran hablantes nativos de turco. La exposición del grupo A al inglés fue algo restringida ya que su educación fue exclusivamente en turco, mientras que el grupo B recibió una gran cantidad de información a través de un programa de inmersión. Los datos se recopilaron mediante una prueba de pronunciación pictórica. El análisis de los datos muestra que los participantes del Grupo B superaron con creces a los estudiantes del Grupo A. En igualdad de condiciones, esto podría interpretarse como el resultado de una mayor exposición al inglés de los participantes del Grupo B a través del programa de inmersión que estaban siguiendo. Por lo tanto, se puede concluir que al aumentar la cantidad de aportes de los alumnos, se puede facilitar la adquisición del lenguaje, en general, y el desempeño de la pronunciación, en particular.
... High level of academic achievement is attained by the language majority children. In a summary, Johnson and Swain (1997) have developed the following general features for the immersion programmes: ...
... disadvantaged and relegated to the background in the academic environment(Swain & Johnson, 1997). Unlike immersion where the teacher can handle the L1 of the learners in addition to the L2, the teacher in a submersion environment in a multilingual classroom does not understand the mother tongue of the learners and so cannot offer any communicative support when the learner needs it.The focus of this study is to ascertain the role of English as language of instruction in lower primary education in Ghana. ...
In the lower primary classrooms in Ghana, most teachers are faced with the challenge of having to teach pupils from diverse ethnic and language groups. This qualitative study therefore investigates the practicalities of the instructional language policy and the role that English plays in multilingual classrooms at the lower primary schools. Accordingly, the research aims to find answers to the following questions. First, what medium of instruction does a teacher who does not understand the major L1 of that locality use during lesson delivery? Also, in a multilingual lower primary classroom where some pupils do not understand the dominant L1 spoken in the community, what becomes the medium of instruction? Finally, what role does English play as a medium of instruction at the lower primary level? In all, 53 participants were involved in the research. This number was made up of 14 teachers and 39 pupils sampled from three lower primary schools. Classroom lesson deliveries were observed, followed by semi-structured interview sessions with both teachers and pupils. The findings indicate that the classrooms are multilingual with the teachers employing the use of languages that they are comfortable with in teaching their pupils. It also comes to light that English is gradually taking over as the main language of instruction in the multilingual classrooms at the lower primary level, a practice that goes contrary to the language policy. The study recommends translanguaging pedagogical
approach as a remedy to the challenge of medium of instruction in the lower primary multilingual classrooms.
... When students browse YouTube videos and listen to English media (Watkins & Wilkins. 2011), they are being immersed in English authentic language learning environment that largely lacks in EFL contexts (Johnson & Swain, 1997). This then increases second language (L2) input which in turn positively contributes to language acquisition process (Mangubhai, 2005). ...
... When students listen to English media (Watkins & Wilkins. 2011) or in this case YouTube, they are being immersed in English authentic language learning environment (Johnson & Swain, 1997). Benson (2015) adds that such environment creates a real-life immersion to language including access to English speaking background people and English texts. ...
Use of online learning opportunities among language teachers and learners has become one of the commonly utilized tools as they provide effective means (convenient, accessible, authentic and sometimes free) to learn a foreign language. Research shows that online learning opportunities, particularly YouTube – a popular video sharing and viewing platform creates more meaningful and independent learning environment (e.g. Alhamami, 2013; Benson, 2015; Lacy, 2008), compared to other conventional way of learning a foreign language. This research reports on how two English language lecturers at a Mongolian University used stories available free of charge on YouTube to help students improve their listening and transfer of skills such as pronunciation, reading comprehension, note taking and speaking. This research project was initiated because of an increased interest to utilize YouTube in learning English from students studying at the University. The two lecturers took the students’ desire on board and developed learning tasks for students to do independently outside the classroom (hereinafter self-independent work) using stories on YouTube. The fact that students were already using YouTube to learn English outside the curriculum was a positive start to the research project. The research project was implemented for a period of one year among first year English as a foreign language (EFL) students. The study results show that when learning content is easily accessible (ability to listen outside the classroom, on their phones, when travelling and walking etc.) and when there is a genuine desire to listen to an interesting story of their choice, students are more likely to effectively work on the learning tasks associated with the stories which in turn helped them to develop their language skills efficiently. However, limited access to WiFi or Internet, not seeking available support to execute the task were issues to develop the skills and independent learning style, despite a strong desire to learn English using YouTube.
Keywords: online learning, stories on YouTube, improve listening skills, transfer of skills
... This programme was born out of people's reaction to the inefficiency of learning a second language in schools that treated the language as an academic subject. The program basically proposed that students be assisted to acquire the second language through its habitual use as a medium of instruction and of social relations in the school without losing normal achievement in the curriculum (Swain & Johnson, 1997). ...
... Considering that immersion programme originated from Canada, this programme is designed as an optional programme in Indonesia. This programme is not compulsory, and its success depends on the positive attitude and motivation of students who join it on the voluntary basis (Swain & Johnson, 1997). In addition, a successful immersion programme will not only help promote the school itself but also potentially become another appealing feature of Indonesian education in general. ...
This book is a compilation of thirteen chapters written by eighteen academics. This book is dedicated to commemorate Effendi Kadarisman's retirement, intended to be a special present to show how much we treasure his academic contributions to the institution. To all of us, Pak Effendi has many roles. He has been a colleague, a mentor, a guru, a suhu, a teacher, and a dear friend. All the articles in this book represent him, are related to him, or are about him. Through this book we hope that we can encapsulate the way Pak Effendi has inspired us in our own academic journey. Thank you for everything our dear Professor. We will always cherish your lectures, advices, funny jokes, and warm friendship. This is not a symbol of goodbye, but this is a token to accompany your next journey in life.
... Another contribution to the topic was the eight core characteristics of immersion programs organized by Johnson and Swain (1997): ...
... For the rest of this paper, the concept of language immersion program will be the one initially defined by Johnson and Swain (1997), which is the educational process in which a second language, or L2, is used as the language of instruction for academic content. Furthermore, the eight core features previously mentioned by the authors are also part of this definition. ...
In this article, I present the results from an analysis that looked at relevant studies in relation to language immersion programs (and similar ones), as well as their implementation in various contexts. First, I will show how the concept of immersion has evolved and been shaped and re-shaped through time and different geo-political positions. Second, I will problematize language immersion programs and their implementation based on a decolonial perspective.
... The theory behind modern exchange programs (of varying duration) is usually based on two concepts: expanded immersion and glocalization. Expanded immersion (Swain & Johnson, 1997) was originally strongly connected to language learning. The didactic idea is to expose learners to the subject matter as comprehensively as possible. ...
This paper explores the impact of short-term international educational exchange programs amidst conflict. It builds on the premise that intercultural interactions are crucial for developing and cultivating mutual understanding, respect, collaboration, and peace. More specifically, the manuscript focuses on a specific case study where Ukrainian students visited an Austrian school amidst ongoing conflict. It examines the program through the lens of both Ukrainian and Austrian students. Methodologically, we collected empirical data through questionnaires which contained both open-ended and closed-ended questions. The qualitative data was analysed through triangulated coding with three coders, deriving the main and subcategories inductively. The findings highlight significant benefits for Ukrainian students through cultural immersion and interactions with Austrian peers. Despite challenges such as language barriers, the short-term exchange contributed to broadening perspectives and nurtured intercultural competencies. The study underscores the importance of structured planning, language support, and inclusive activities in optimizing educational exchange programs to promote mutual understanding in multicultural settings with the overall aim of contributing to a more peaceful coexistence of humanity, which is the primary goal of peace education. Finally, the paper suggests avenues for developing future initiatives to enhance peace education through cross-cultural learning.
... The foundational assumption of language immersion education, determinedly demarcated by precursors such as Johnson and Swain (1997) as well as Klee, Lynch, and Tarone (1998), is its distinction into partial, full, one-way, and two-way programmes. Their overviews afford a gateway in the understanding of how approaches to language learning in immersion settings are multifaceted. ...
This is a comparative kind of study research about traditional classroom learning efficacy in the acquisition of English and immersion learning. What actually distinguishes immersion learning from the conventional classroom learning setup is that immersion learning includes learners having to be exposed to the practicalities of using the targeted language in day-to-day life and having to use the language in authentic communication with native speakers concerning its grammar, vocabulary, and pronunciation. Using a very strong sample of 60 non-native English-speaking learners, the research set out to measure the impact of these two methodologies on language proficiency, as quantified by the Test of English as a Foreign Language (TOEFL). This suggests that those in the group of immersion learning had improved post-training TOEFL scores that were significantly higher than their counterparts in the traditional classroom setting. Such findings help explain the fact that, while immersion learning will do much more in improving English language capability, it will also suggest that such an experience environment could be most useful for learners looking to acquire this language effectively.
... Moreover, even without physically venturing into the target language community, instructed learners have increasing opportunities to access the language outside the classroom via different means [11]. Moreover, even within an instructed environment, different types of instruction are available [12], with domestic immersion approaching some characteristics of naturalistic learning to varying degrees [13,14]. ...
This Special Issue brings together the fields of second language acquisition (SLA) and language education in an attempt to offer a venue for exploring mutual insights into classroom language learning [...]
... Other advantages of using films, YouTube films in particular were stressed by Watkins and Wilkins (2011) saying that utilising YouTube films ensure language learners being exposed to authentic English and at the same time to learning styles which is more studentcentred and autonomous. Moreover, Johnson & Swain (1997) elucidate that the time learners use different sources of English media, they gain a level of L2 engagement, and such an engagement might not be available outside the study programmes. Paulson (2001) emphasises that the efficiency of using online materials is in offering language learners spin-offs as if they are living in the country of the target language. ...
It is commonplace in many western countries, (Berk 2009, Hubbard 2013) to use video in second language teaching. Yet, at the time of writing, there has been no formal academic research carried out in the area of English language teaching with video sources in Libyan 3rd level educational contexts. This paper seeks to redress this heavy imbalance by examining teachers’ attitudes and preferences toward using video (YouTube) materials in EFL teaching (small steps) in the Libyan 3rd level contexts. For data elicitation purposes, a survey was conducted in the second half of 2018 in three public universities: University of Tripoli; University of Azzawia; and Azzaytuna University. The EFL teacher-respondents revealed the importance of taking into account pedagogical issues, cultural differences and sensitivities when using YouTube video clips. Certain respondents revealed a series of reasons for not using video clips in their teaching, from pedagogical practice to, again, cultural sensitivities and curriculum design. These represent some of the big challenges in introducing video to Libyan Higher Education language learning.
... Canadian FI, in this context, refers to a publicly-funded Canadian language learning program where non-Francophone children learn French at least 50% of the time from a young age. FI is intended to promote sequential bilingualism wherein students acquire a second language (L2; French) while maintaining proficiency in their first language (L1; English) (Johnson & Swain, 1997;Swain & Lapkin, 2014). Since the program's inception in 1965, a body of literature has demonstrated the effectiveness of FI programs for English-speaking, typically developing students (see Arnott et al., 2019 for a review). ...
Canadian French Immersion (FI) programs have increased in popularity due to the social and developmental benefits of English-French bilingualism. However, several studies have shown that FI programs do not provide equitable access to diverse students, nor do they provide adequate support to these students once they gain access to the program (Barrett DeWiele & Edgerton, 2020; Kay Raining-Bird et al., 2021; Selvachandran et al., 2022). To examine these issues in finer detail, the current study interviewed eight parents on their child(ren)'s enrollment and participation in FI programs. We specifically queried the impact of special education needs (SEN) and socioeconomic status (SES) on these families' experiences. Results showed that parents encountered barriers on multiple levels while supporting their children in the FI program. These barriers increased significantly for children who had SEN, and for children and families from low SES communities. The policy implications and recommendations of these findings will be discussed in detail. Résumé Les programmes canadiens d'immersion en Français (IF) ont gagné en popularité en raison des avantages sociaux et développementaux du bilinguisme Anglais-Français. Cependant, plusieurs études ont montré que les programmes IF n'offrent pas un accès équitable à divers élèves, ni un soutien adéquat à ces élèves une fois qu'ils ont accès au programme (Barrett DeWiele & Edgerton, 2020 ; Kay Raining-Bird et al., 2021 ; Selvachandran et al., 2022). Pour examiner ces questions plus en détail, cette étude a interrogé huit parents sur l'inscription et la participation de leur(s) enfant(s) à des programmes IF. Nous avons spécifiquement interrogé l'impact des besoins éducatifs spéciaux (BES) et du statut socio-2 économique (SSE) sur les expériences de ces familles. Les résultats ont montré que les parents rencontrent des obstacles sur les plans multiples lorsqu'ils soutiennent leurs enfants dans le programme FI. Ces obstacles augmentent de manière significative pour les enfants ayant des BES, ainsi que pour les enfants et les familles qui venaient de communautés à faible SSE. Les implications politiques et les recommandations de ces résultats seront discutées en détail.
... In years to come, a large number of studies were published showing the success of these programmes (Johnson & Swain, 1997;Swain, 1996;Swain & Lapkin, 1982 demonstrating that these students, native speakers of English, could become fluent users of French, and perform well in content subjects. ...
... Language immersion, or simply immersion, is a bilingual language education technique in which two languages are used for instruction in a variety of subjects [4]. Though the pedagogical method of immersing students in a second language instructional setting has been commonly used for a long period of time, research specifically looking at the immersion education with a long-term evaluation starts from a study conducted in Canada at the end of the 19th century [5]. These pioneering programs, where Englishspeaking students were put into schools using French as a medium of instruction, were being recognized as the initial definition of the term "Immersion education" [6]. ...
... As CLIL shares many characteristics with other approaches to bilingual education, such as content-based instruction and immersion education, a look at learning outcomes in those contexts deserves attention so as to compare the effectiveness of these programmes with respect to language learning. Studies conducted on immersion programmes in Canada have concluded that intensive use of the second language (L2) as the language of instruction is very effective for the development of communicative competence (Johnson & Swain, 1997;Lightbown & Spada, 1997), as well as for the development of learners' reading comprehension (McDonald, 1997). In contrast, the benefits of this type of instruction do not seem to work so effectively for productive skills (Cummins & Swain, 1986;Swain, 1985). ...
The aim of the present study is to gain insight into the use of oral presentations in English in Higher Education. Thirty-five students, divided into two groups – Content-and-language-integratedlearning (CLIL) vs. English-as-a-foreign-language (EFL), were asked about their experience with oral presentations, received theoretical and practical training in how to make good oral presentations, were engaged in tasks in which they had to perform an oral presentation in English, evaluate their peers’ and own presentations, and eventually assessed the whole educational experience. An onset and an offset questionnaire were administered at the beginning and at the end of the innovation experience. The offset questionnaire results indicated that in comparison with the significant gains reported by EFL students, CLIL students did not perceive that their English language skills had improved after the oral presentation training, which suggests that CLIL lessons, in contrast to EFL settings, may be focused on content to the detriment of the language component. Consequently, we make a call for a better integration of content and language and for the use of focus-on-form techniques in CLIL contexts at university.
... Historically, immersion was not associated with technology; it was a concept widely used a long time before VR appeared (Collins, 2016;Green et al., 2008;Johnson & Swain, 1997) to describe some sort of absorption or blending (Martínez, 2014) with paintings (Grau, 2003), music (Collins, 2016), literature (Green et al., 2008), movies, and other different forms of narratives (Martínez, 2014). In other words, immersion is not exclusively entitled to immersive technologies designed to induce presence, or a perceptual illusion of non-mediation (Lombard & Ditton, 1997) and nonsimulation (Lee, 2004). ...
This article discusses boundaries of immersive technologies applied for storytelling by exploring the experiential differences between sensory/technological and mental/narrative immersions as distinct cognitive states. While storytelling, as a reproduction of narratives, can be immersive in itself, the way immersive technologies are afforded by users can be better described in terms of the sense of presence. Understanding differences between immersions is necessary because sensory and mental immersions can contradict each other as they rely on different sides of cognition to gain experiences. Their differentiation can help to better incorporate storytelling with immersive technologies or virtual simulations, as well as to study its effects (e.g., in terms of empathy) and factors that contribute to it.
... Immersion education originated from the experiment of French immersion teaching in Quebec province in the 1960s, which uses French as the language medium to teach English speaking children so as to achieve proficiency in both first (L1) and second language (L2) (Swain & Johnson, 1997). In this process, L2 behaves not only as the learning content, but also as the learning tool because teachers not only use the L2 to teach L2 itself, but also teach subject curriculum in the L2 (Xiong & Feng, 2020). ...
... The two major strengths of using YouTube are the exposure to authentic English as well as the possibility to develop a learning style that is more autonomous and student-centered. The regular use of a wide variety of English media by students might have a positive effect on their achieving a degree of L2 immersion that might otherwise be unavailable outside a study-abroad program (Johnson & Swain, 1997). Additionally, incorporating technology into EFL learning is a way for students to interpret seemingly abstract foreign language concepts in actual experiences (Wang, 2005). ...
Advancement of technology nowadays shows English has become necessary to be mastered and taught to students. Many media tools can be used in teaching language skills. One such widely used media is considered video website YouTube.com since it is the social medium that is positively appraised most by all learners. With adequate access to the internet, learners could use YouTube videos as the valuable tool to develop multiple foreign language skills. This research explored the types of EFL YouTube videos mostly watched by secondary students to enhance speaking skills in the school for gifted children in Kazakhstan. After analyzing the content of YouTube videos, a mixed-methods study was employed to reveal the most preferable categories of video websites that might be valuable to boost communication proficiency in English. Data collection was via a questionnaire with 288 Secondary Education students' participation. The results of the questionnaire were analyzed descriptively. The findings of the study indicated that Secondary Education students had a positive attitude towards using YouTube videos to learn English speaking skills. In addition, participants' responses showed that mostly used categories were found regarding English films, songs and vlogs. Authors also identified that the most preferable types of YouTube videos helped learners to become motivated and confident throughout the experiment. Keywords English speaking skills development Digital tools YouTube videos Secondary education
... Literature, it appears, is here to remain for the time being at slightest, and especially in the FL classroom where students must be proficient in reading in a foreign language, at this point in some educational systems students is taught to read in a foreign language before they learn their language. And concentration is also perhaps the only way of reviving extinct language (Johnson & Swain, 1997). The teacher's question and concern are what to do with literature. ...
Literature is written work, especially those considered superior or lasting artistic merit. Literature is one of the important things in the world and life. An assist contention against teaching literature was that modern innovation and social hones within the tall in West had rendered—or were on the point of rendering—reading and composing pitifully obsolete. This research aims to explore the students' understanding of English literature according to the expert and one their knowledge and the necessary type of literature as well. Further, by implementing a descriptive qualitative method design which was aimed to give an original view of variable, indication, or condition. The college student also defined that literature as a guide. And some junior high school student said that literature is an artwork in the form of written phrases that contains the spirit, sighing, etc. They honestly claimed that learning English literature made them increase their knowledge about English literature which was amazing. To solve the challenges, the college students recalled their moments and experience when learning literature at junior high school and argued about English literature that was so boring and wasted time. Further research can be done to explore the perception of English literature in junior high school from junior high school students and the college student's point of view.
... Klatt et al. (2020) report cross-cultural immersion experiences as an effective way to develop culturally responsive practices. In this context, school immersion is understood as a learning space, where teachers develop their skills and knowledge in a particular area (Johnson & Swain, 1997). ...
A novel way to support change and development in a country’s education system is to send teachers abroad on a professional learning program, so that they become immersed in a different culture, language and education system. The focus of this study was to investigate the supports and tensions created during a professional learning and leadership development program, in which teachers from the Kingdom of Saudi Arabia (KSA) (n = 45) lived in Australia for one year. A multiple case study approach was used to report on the analysis of individual interviews with the KSA teachers (n = 5) and their capstone projects. Drawing on the 2019 study of McChesney and Aldridge,, we report on findings related to the teachers’ evolving Science, Technology, Engineering and Mathematics (STEM) integration and leadership skills. Findings indicated that there were both tensions and supports for the KSA teachers. Tensions existed as the teachers were developing their English language proficiency and learned more pedagogical ideas about the integration of STEM into the curriculum. Furthermore, the KSA teachers benefitted from mentor teachers’ support in schools and modelling of leadership practices with respect to planning and through completion of a capstone project. Implications concerning an international immersion program are discussed.
... In order to implement the activity method of teaching and learning the number of students must be limited and need to have basic amenities. Johnson and Swain (1997) summarized eight core features of immersion programs as follows: 1. The L2 is a medium of instruction 2. The immersion curriculum parallels the local L1 curriculum 3. Overt support exists for the L1 4. The program aims for additive bilingualism 5. Exposure to the L2 is largely confined to the classroom 6. Students enter with similar (and limited) levels of L2 proficiency 7. The teachers are bilingual 8. ...
Cultural Encounters in Third World Literature considers the reception, international circulation and translation of literary texts as a part of Literature. This perspective focuses on literary writings in the form of stable canon. Today’s culture attention will be paid to the recent accounts of world literature a concept of globalization has propelled to the forefront of literary studies. This book will examine how literary writings and intellectual dilemmas about literature have widened in response to the fast changing world. The topics for the study include literature across the ages, travel, reception and translation studies, exile and diaspora, colonialism and post-colonialism.
This book offers some discussing on cultural theories on what is often called Third World Literature. It suggests perspectives for research and conveys a sense of the interest and value of neglected literature for the people formed by values and stereotypes of the First World Literature. This book Cultural Encounter in Third World Literature generally attracts the biggest number of newly creeping young inquisitive writers with its intense evaluation. The book has been established truly by the contributions were selected from various issues of numerous extended papers submitted by various cultured representative writers through the profound analysis on Third World Literature.
... The students also said in the interview that one of the media such as YouTube can help them to improve their listening and speaking skills since they like to watch English video and song from YouTube. It is in line with Johnson & Swain (1997) that YouTube is one effective educational tool in Englishteaching and learning and also effective to help the teachers to find new ways to be used in order to improve students' listening and speaking ability. Moreover, supporting the statement from Banditvilai (2016) which mentioned that blended learning might improve the students' language skills, the students in the interview said that they can improve their language skills from their self-learning activity through online learning. ...
This study aims to determine the perceptions of teachers and students towards the implementation of blended learning in English, at high schools in the city of Bandung. The research method adopted for this research is the mix method between qualitative and quantitative. Participants involved were teachers and students taken randomly from as many as nine senior high schools spread across the city of Bandung. The technique and data processing were carried out by distributing a questionnaire that each participant had to fill in, the questionnaire contained seven aspects of how they responded to the advantages each of both teachers and students due to the English blended learning method. After the data were collected, then an analysis was carried out by calculating on the perceptions of teachers and students. The main advantage according to the teachers perception was challenging for teachers in preparing the material and using the media (93% perception responses). Meanwhile, the main advantage according to students perception was that English blended learning could improve their language skills (77% perception responses). As suggestions, it can be conveyed that blended learning can be continued for this era of Covid 19. Keywords: English, Blended Learning, Teachers’ Perspective, Students’ Perspective
... Empirical research which investigated the relationship between EMI and language proficiency and academic success yielded mixed results. In an early study by Johnson and Swain (1997), native English students learning French in academic content classes where French was used as the medium of instruction achieved both advanced language skills and satisfactory academic performance. According to Brinton et al. (2003), EMI provides learners with an ideal learning situation where the negotiation of content knowledge in English occurs and enables students to improve their linguistic skills while learning academic content. ...
This chapter addresses the problems of the universal treatment of English medium instruction, by exploring and illustrating how English medium instruction is used variably by educational institutions in different countries (with a particular focus on Turkey) for marketing their higher education programmes. It analyses the commercialisation of education from the Polianyian perspective, and the emergence of English medium instruction particularly in countries which had no history of colonisation and traditional English-language associations. It presents the specific case of Turkey, where English medium instruction is marketed aggressively. It concludes with some practical suggestions for increasing the quality of English medium programmes.
... Empirical research which investigated the relationship between EMI and language proficiency and academic success yielded mixed results. In an early study by Johnson and Swain (1997), native English students learning French in academic content classes where French was used as the medium of instruction achieved both advanced language skills and satisfactory academic performance. According to Brinton et al. (2003), EMI provides learners with an ideal learning situation where the negotiation of content knowledge in English occurs and enables students to improve their linguistic skills while learning academic content. ...
This chapter explores the confluence of economic income and marketisation, drawing on the concept of university social responsibility. It enumerates the characteristics of university social responsibility and identifies the emerging trends towards a global education with a social focus. It analyses the way in which universal social responsibility can provide a balance for higher education institutions between their institutional vision, the economic pressures of the market, and the increasingly important environmental, cultural, social, and economic demands.
... Empirical research which investigated the relationship between EMI and language proficiency and academic success yielded mixed results. In an early study by Johnson and Swain (1997), native English students learning French in academic content classes where French was used as the medium of instruction achieved both advanced language skills and satisfactory academic performance. According to Brinton et al. (2003), EMI provides learners with an ideal learning situation where the negotiation of content knowledge in English occurs and enables students to improve their linguistic skills while learning academic content. ...
This chapter reviews service quality issues in the context of higher education. More specifically, it reviews the progression of the literature on service quality in the higher education sector, thereby leading to the development of a holistic model on this topic. The review focuses on only empirical findings. Based on these findings and the holistic model, it provides directions for future research which can potentially fill research gaps in the literature.
... The Canadian immersion program, which is an example of the success of the bilingual education program, needs to be studied because it is an example and spreads throughout the world (Cenoz, 2015). The core features of the bilingual program are the use of a second language as a teaching medium, the curriculum is the same as the first language, open support exists for the first language, aims at additive bilingualism, exposure to second language especially in class, students enter with the same language skills, bilingual teachers, and class culture is the culture of the first language (Swain & Johnson, 1997). ...
In the last decade, education systems around the world have prioritized increasing students’ literacy and numeracy skills. The increasing need for language literacy has resulted in the emergence of a trend bilingual program in primary schools. This research was motivated by the learning problems that occurred in the first year bilingual program. The study aims to see the effectiveness of the Content and Language Integrated Learning (CLIL) approach on the competence of sains curriculum content and students' language skills. The research method used was Classroom Action Research (CAR) with the research subject being the first year students of the bilingual program who were stand on grade 4th primary school (n = 21). Data analysis not only focuses on increasing scores in each cycle, but also obtains new findings about the stability between science content abilities (non-language) and second language skills (english). Initial data explains that only 25% of students meet the learning completeness aspect. Along with the end of the third cycle, the study
found that 85% of students could complete learning completeness. The study concluded that the CLIL was able to stably improve content and language skills with certain improvement criteria. The findings from the improvement of this cycle can be used as a reference for developing CLIL research in primary schools especially on bilingual programs.
... Thus, perhaps a way forward is to provide a third option which is a compromise and in line with this a bilingual Science education seems to be a promising alternative (Benson, 2004, Cummins, 1989Greene, 1997;He, 2011;Johnson & Swain, 1997). Bilingual education generally signifies education where two distinct languages are used for the teaching of content subject (He, 2011). ...
Globalisation and extensive use of technology have enhanced the status of English as an international language and increased its value as an important commodity in various fields. This has encouraged the use of English in the teaching of content subjects especially those related to science and technology in many countries across Asia. This paper starts with an overview of English medium instruction policy in the region with an emphasis on the ongoing debate regarding the teaching and learning of Science and Mathematics in English in Malaysia. Drawing on data from a longitudinal study which utilized questionnaires and the paper presents empirical evidence on the learners' views and experience in learning Science in English, as well as their performance in the standardized national examination. The data gathered from a total of 1000 students from urban and rural schools in Sarawak, Malaysia, indicate the they have rather positive view about their ability in English, had positive experience in learning Science in English. Their positive view and experience conform to their performance in the subject. The results also correlate with the majority of the students' language preference for learning Science which is English and bilingual instruction in English and Bahasa Malaysia. The paper ends with a discussion on possible amicable options for medium instruction issues in ESL/EFL contexts.
... Les sorties à l'étranger sont ancrés dans le projet éducatif des établissements agricoles, ils sont une composante importante de l'ouverture internationale au même titre que les stages, selon article L. En effet, être à l'étranger place les apprenants dans un autre contexte d'immersion, celle de l'immersion homoglotte, c'est-à-dire que l'apprenant est dans un lieu où la langue cible est parlée couramment, alors qu'habituellement ils sont en milieux alloglottes, où l'acquisition de l'anglais est restreint à la classe et la communauté ne parle pas la langue cible habituellement. (Johnson et Swain, 1997). Ce contexte de voyage oblige les apprenants à utiliser la langue cible, donc, à viser une meilleure maîtrise pour pouvoir communiquer. ...
Today, mastering English is essential for a learner’s academic and professional life. The difficulty which French students of agricultural schools face when it comes to English acquisition is well-known. The lack of native speakers, as well as the lack of practice outside of school are the main obstacles to achieving a decent level. This dissertation examines the effectiveness of school trips abroad (between 1 and 2 weeks) as a learning tool. I searched for which knowledge do learners acquire, and what factors aid learning during a school trip. As this precise topic has never been studied in past research, the dissertation is preliminary and exploratory. A qualitative approach, more suitable for exploratory research, has been used; 4 teachers and 3 students participated, 3 school trips were described then analysed. The investigation of the question shows that learners improve their communication skills and various socio-pragmatic skills during the trip, with the main facilitator of learning on school trips being the learners’ involvement in a new positive work dynamic.
... For example, in Aotearoa, English language competency is considered a challenge for Maori and Pacific Islander firstgeneration students (Wolfgramm-Foliaki & Santamaría, 2018) as they fall behind in classroom performance. To address these issues, some indigenous and postcolonial communities are implementing immersion programs or bilingual education (Johnson & Swain, 1997;Morcom, 2017), where two languages are used for instruction. The largest immersion effort is for students who are native speakers of New Zealand's Maori language, with Hawaiian second (Wilson & Kamanā, 2011). ...
Based on Bourdieu’s theory of practice, this article explores pedagogical ideals and educational policies in teachers’ everyday practice in a postcolonial bilingual university setting in Greenland. Greenlandic and Danish teachers’ teaching ideals were explored during a one-year pedagogy qualifying course for assistant professors organised by the (Danish) authors in cooperation with University of Greenland. The overall pedagogical agenda placed an emphasis on student activity. Both Greenlandic and Danish teachers’ representations of their practice accounted for the linguistic and cultural backgrounds of their indigenous students, but they did so in different ways. Whereas Greenlandic teachers tended to emphasise formal correctness in the use of Greenlandic language and student understanding and translation of the learning objectives, Danish teachers tended to lower their own perceived academic norms and graded certain students more leniently in order to compensate for both their dominant role as teacher and for postcolonial dominance.
... Cosúil le scoileanna tumoideachais i ndlínsí eile (Swain & Johnson, 1997), is é an dátheangachas suimitheach atá mar sprioc ag na bunscoileanna lán-Ghaeilge. Is é sin le rá, go n-éireoidh le foghlaimeoirí lán-Ghaeilge ardchaighdeán líofachta a bhaint amach sa Ghaeilge, gan aon bhac a chothú do ghnóthachtáil sa chéad teanga. ...
Déantar cur síos san alt seo ar thaithí cúigear múinteoirí agus príomhoide amháin ar an bhFoghlaim Chomhtháite Ábhar agus Teangacha (FCÁT) a chur i bhfeidhm tríd an tríú teanga i mbunscoileanna lán-Ghaeilge. Tá cáil ar FCÁT mar chur chuige atá éifeachtach leis an dara teanga a theagasc. Is éard atá i gceist le FCÁT, ná go múintear ábhar nó cuid d’ábhar trí mheán an dara teanga nó teanga bhreise. Ba scéim phíolótach cheannródaíoch a bhí sa taighde seo mar go raibh FCÁT á chur i bhfeidhm le foghlaimeoirí óga, ag baint leasa as an tríú teanga i suíomh an tumoideachais lán-Ghaeilge. Chomhtháthaigh na múinteoirí a bhí páirteach sa taighde, teanga Eorpach (An Fhraincis/An Ghearmáinis), leis an bhfoghlaim ábhair in ábhar scoile amháin le linn na scoilbhliana. Bhí réimse rang-ghrúpaí agus ábhar i gceist agus cuireadh múnlaí éagsúla de FCÁT i bhfeidhm ag brath ar inniúlacht na múinteoirí sa sprioctheanga. Bailíodh eolas cáilíochtúil faoi eispéiris na múinteoirí ó cheistneoir agus grúpa fócais. Cé gur taighde ar scála beag atá sa taighde seo, is ábhar taighde nuálach é a thugann léargas ar chuid de na saincheisteanna a bheadh le plé dá mbeadh FCÁT i bhfeidhm i scoileanna lán-Ghaeilge ar bhonn níos leithne amach anseo. Eascraíonn ceisteanna maidir leis na hábhair seo a leanas: inniúlacht múinteoirí sa sprioctheanga, forbairt ghairmiúil leanúnach do mhúinteoirí, torthaí foghlama teanga FCÁT agus soláthar áiseanna do FCÁT. Is í an phríomhcheist a eascraíonn ón taighde ná, cén múnla FCÁT ab fheiliúnaí do shainchomhthéacs na mbunscoileanna lán-Ghaeilge in Éirinn.
This article reports the experiences five Irish-medium primary teachers, and one Irish-medium principal of implementing Content and Integrated Learning (CLIL) through a third language in Irish-medium primary schools. CLIL is recognised as an effective approach to second language teaching. It entails the teaching of a subject, or a part of a subject through the medium of a second or an additional language. In this pioneering pilot study CLIL was implemented with young learners through a third language in an Irish-medium immersion setting. The teachers involved in the project integrated a European language (French/German), with content learning in one subject throughout the school year. There were a variety of class groups and subjects involved, and teachers adopted various approaches to CLIL in accordance with their own linguistic proficiency. Data relaying the teachers’ experiences and approaches to CLIL were gathered from a questionnaire and focus group interview. This small scale innovative research provides an insight into prominent questions for discussion if CLIL is to be implemented in Irish-medium schools on a wider basis. Questions arise concerning: language teacher proficiency, continuous professional development for teachers, language learning outcomes for CLIL, and the provision of specifically designed CLIL resources. A key question arising from the study is what model of CLIL would be most suitable for the specific context of Irish-medium primary schools in Ireland.
Abstract:
Nigeria has long recognized Arabic Village in Ngala, Maiduguri, as a pivotal hub for Arabic language education. As a center for linguistic and cultural immersion, it has shaped generations of Arabic scholars and contributed significantly to Arabic literacy and Islamic scholarship. The village's unique environment provided students with the opportunity to experience Arabic in a native-like setting, enhancing their linguistic proficiency and cultural understanding. However, the emergence of Boko Haram and the ensuing insurgency have severely disrupted educational activities in Ngala. The once-thriving village has faced challenges such as infrastructure destruction, displacement of educators and students, and widespread fear. These challenges have stunted Arabic education's growth in the region and reduced participation nationwide, particularly in the south. Parents and institutions hesitate to send students to Ngala due to security concerns, limiting immersion opportunities. Although the Nigerian government's language policies support Arabic studies, they have struggled to address the insurgency's impact. The paper calls for strategic interventions, including security measures, infrastructure rebuilding, and adaptive policies, to revitalize Arabic education and restore confidence in the region's educational offerings.
Keywords: Arabic, Language, Insurgency, education, Nigeria
Este artículo expone los resultados del proceso de co-construcción de la carrera de Pedagogía en Lengua y Cultura Mapuche –Kimeltu Mapunzugunael– en la Universidad Católica de Temuco, en el centro sur de Chile, territorio mapunche– Wallmapu, la cual fue institucionalmente aprobada el año 2022, y actualmente es cursada por la segunda cohorte de estudiantes. Expone los resultados de diagnóstico participativo contextual, basado en diálogos y encuentros representativos con diferentes actores del medio social e institucional, donde se recogieron visiones, necesidades y requerimientos de las instituciones formales, específicamente desde los marcos normativos, así como los propios de la mirada y expectativas de miembros mapunche de los territorios. El documento se organiza en siete apartados, a saber: 1) Situación actual de la lengua mapuche y necesidad de revitalizarla, 2) Las oportunidades ofrecidas en la Universidad Católica de Temuco, 3) Políticas nacionales que propician la creación de la Carrera, 4) Inmersión educativa como posibilidad metodológica de enseñanza, 5) Experiencias de enseñanza de lenguas originarias en Chile, 6) Plan de formación y su fase inicial de implementación y, 7) Consideraciones finales y proyecciones de implementación.
Purpose This study aims to understand web-based instruction for immersion to students. It is intended to identify the use of the web on zoom media and websites to hone students' English language skills to improve students' fluency in English language skills. Methodology Furthermore, this study was conducted in the English education department at the State Islamic University of Alauddin Makassar where English is used as the language of instruction. The class consisted of 15 students. In addition, this study used qualitative methods. Results/Findings The results showed that This immersion instruction is relatively frequent and strong because before the lecturer starts in class, the lecturer performs the act of speaking English and prepares the material to be given to students by giving specific instructions so that students can skillfully communicate in the presented English. Furthermore, students learn through videos guided by native speakers and hone their English-speaking skills with confidence. Thus, it can be said that students are quite enthusiastic to practice speaking English and can follow the instructions with the immersion learning system on video media and the application of immersion program on speaking skills is quite effective for communication between students by using 3D website so that students can hone their speaking skills with native speakers in virtual 3-dimensional form. Implications Implementing web-based instruction in immersion classes not only opens doors to a more versatile and accessible learning environment but also demonstrates the potential for enhanced engagement and interactive language acquisition methodologies.
The premise that intercultural contact produces intercultural competence underpins much rationalization of backpacker tourism and in-country language education. However, if insufficiently problematized, pre-existing constructions of cultural 'otherness' may hinder intercultural competence development. This is nowhere truer than in contexts in which wide disparities of power, wealth, and privilege exist, and where such positionings may go unproblematized. This study contributes to theoretical understandings of how intercultural competence develops through intercultural contact situations through a detailed, multiple case study of three conceptually comparable contexts in which Western backpackers study Spanish in Latin America. This experience, often 'bundled' with home-stay, volunteer work, social, and tourist experiences, offers a rich set of empirical data within which to understand the nature of intercultural competence and the processes through which it may be developed. Models of a single, context-free, transferable intercultural competence are rejected. Instead, suggestions are made as to how educators might help prepare intercultural sojourners by scaffolding their intercultural reflections and problematizing their own intersectional identities and their assumptions. The study is a critical ethnography with elements of autoethnographic reflection. The book therefore also contributes to development of this qualitative research methodology and provides an empirical example of its application.
http://e-spacio.uned.es/fez/view/bibliuned:DptoFEXyL-FFIL-Libros-0001
Extensive research has demonstrated the importance of struggling reader identification in monolingual children Compton et al. (Journal of Educational Psychology, 102, 327-340, 2010). However, very few studies have explored identification of struggling readers in bilinguals. The aim of this study was to investigate (1) the overlap of word reading difficulties in English and French, (2) the difference in overlap when word reading fluency skills are included in struggling reader classification, and (3) the stability of English and French word reading profiles. A total of 169 French immersion children were followed from grades 1 to 3. Standardized measures of English and French word reading accuracy and fluency were administered every year to classify status as a bilingual typical reader, bilingual struggling reader, English struggling reader, or French struggling reader. Chi-square analyses were conducted to assess the overlap between English and French word reading difficulties and stability of word reading profiles from grades 1 to 3. Results indicated that struggling reader classification using both word reading accuracy and fluency as opposed to accuracy alone captured bilingual reading difficulties (difficulties in both languages) more accurately. Across all grades, there was a significant relationship between being a struggling reader in English and being a struggling reader in French, with the percentage of overlap ranging from 56 to 82%. Moreover, being a bilingual struggling reader in grade 1 was significantly related to being a bilingual struggling reader in grades 2 and 3. These findings suggest that English-French bilingual children with reading impairments have significant and persistent deficits in both languages.
This book is intended for readers who seek information on issues related to plurilingualism and the integration of subject content teaching with additional languages such as heritage, autochthonous, regional and foreign languages that are taught in school contexts. The book provides information on recent theoretical and pedagogical paradigm shifts in applied linguistics and highlights the links between research, theory and pedagogy. It provides a comprehensive review of concepts and epistemologies related to AL pedagogies and plurilingualism. The last part of the book presents various interaction types used in AL classrooms and proposes interaction analysis as a research method and teacher education tool.
This study was conducted to study about the benefits of Accelerated learning program. Advocates for integrating
Accelerated learning program classroom emphasize the positive effects of Accelerated learning program. Moreover,
English language proficiency most likely cannot be acquired well if this brief syllabus is taught to the target
audience. The current study has been planned to assess the effectiveness of Accelerated Learning Program (ALP)
English syllabus on the language proficiency of the students of grade 5. The actual textbook of grade 5 published by
Punjab Textbook Board has 13 chapters, whereas ALP syllabus has been reduced to 06 chapters. The aim of this
study was to observe the competency level of the students when they are taught English through abridged
curriculum contents. Therefore, this study was conducted and this study is experimental in design. 50 students were
being taken as sample of the experimental design that was further be divided into two equal groups i.e.
experimental and control group. Data was being collected from Tests and Questionnaire and the findings revealed
that the outcomes of a qualitative study which define the use of Accelerated learning program ALP. Many teachers
dislike the idea of teaching through accelerated learning program because ALP syllabus is so small that it does not
comprehend all the skill needed for English language learning. Though, studies showed that there are no or little
effects of Accelerated learning program.
In this article, focus is on students’ oral production in two classrooms in Swedish for immigrants (SFI). The study focuses on practices with interaction patterns where students are involved in negotiation of meaning. Theoretical basis is the importance of interpersonal interaction for language development, with a focus on students’ use of varied speaker roles and speech actions. Data were obtained through observations, field notes, and audio and video recordings. The examples presented here demonstrate that students were involved in the negotiation of meaning and had space to try different speaker roles and speech actions, such as (among others) initiating, agreeing, dissenting, arguing, interrupting, and taking the floor. These examples only constituted a restricted part of class time, and most of the teaching was of a type where little oral or written interaction took place. Overall, we think that SFI education could be improved by developing teaching that stimulates and allows for negotiations of meaning and language production and also allows for use of different types of digital media, both for oral and written interaction.
The effects of expanding a successful early math intervention (Only the NUMBERS COUNT) to all first grades in Lodi, NJ. Success was defined in two ways: the children acquired the math, they did not acquire the anxiety
This article examines the relationship between Japanese undergraduate students’ English language proficiency and English language-related challenges faced when studying an international business course through English. It also examines English language proficiency thresholds students need to reach in each academic skill (i.e. reading, listening, speaking and writing) to experience a lower level of linguistic challenges. A total of 264 students were surveyed in Tokyo, Japan, and 13 follow-up interviews were conducted. Exploratory and confirmatory factor analyses confirmed the underlying factors in the EMI (English medium of instruction) Challenges Scale loaded onto a priori assumptions of dimensions falling along skill-based constructs. Analysis of questionnaire data revealed that English language proficiency (i.e. TOEIC score) was a statistically significant predictor of challenges in the EMI programme. While no clear discernible threshold was observed, the differences in perceived ease of study at different levels of English proficiency influenced the challenges students reported for each academic skill. Interview data uncovered the multi-faceted nature of how the thresholds are determined not only by language proficiency but also by other factors, such as prior content knowledge, motivation, and the classroom learning environment. Practical implications for pedagogy are also discussed.
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