ChapterPDF Available

Immersion teaching in English with young learners

Authors:

Abstract

This chapter gives a concise overview of research results with regard to immersion teaching in preschool and primary school. After disentangling some terminological issues concerning, notably, the usage of the terms immersion and CLIL, the authors go on to discuss different forms of immersion programs, results of L2 attainment, content learning, competence in the L1, cognitive skills, and the attainment of so-called at-risk learners. In the second part of the chapter, practical, methodological and didactic considerations for the implementation of immersion programs are discussed. The authors conclude with making a case for intensive bilingual education.
A preview of the PDF is not available
... Here, at least 50% (partial immersion) to 100% (full immersion) of the curriculum is taught in the foreign language (cf. Burmeister 2006, Genesee 1987, Kersten & Rohde 2015. Such programs are called additive learning environments because their aim (among others) is to promote both languages involved in addition to the subject content (Swain & Johnson 1997: 7, Kersten & Rohde 2015. ...
... Such programs are called additive learning environments because their aim (among others) is to promote both languages involved in addition to the subject content (Swain & Johnson 1997: 7, Kersten & Rohde 2015. Decades of international research have provided robust results on the positive effects of immersion programs in relation to L1 and L2 acquisition and subject learning (for an overview, see Kersten & Rohde 2015, Wesche 2002chapter 4.2). More recent research in less intensive CLIL programs provides more heterogeneous results (see Rumlich 2019). ...
... Studies also report positive results for the ambient majority language (for most children the L1) and for content knowledge in immersion programs when compared to non-immersion programs. Such advantages for L1 and content learning were found in early very intensive programs compared to monolingual instruction by Couve de Murville & Lenz (2012), Gebauer et al. (2012Gebauer et al. ( , 2013, Steinlen & Piske (2013, Zaunbauer & Möller (2006 for an overview, see Kersten & Rohde 2015, Wesche 2002. Initially, some delay may be observed because the L2 first has to be developed. ...
Chapter
Full-text available
Human language and cognition do not develop independently of each other but are intricately intertwined in various ways. This contribution presents the interplay between linguistic and cognitive abilities of learners at the individual level and relates them to the level of external contextual factors in social and educational environments. In empirical research, it is important to differentiate between so-called proximal and distal external factors: A causal effect on the individual learner can be primarily assumed through the direct stimulation of proximal factors, i.e., in personal interaction (Proximity of Stimulation approach, Kersten 2020, 2023). Therefore, external factors should be differentiated and special attention should be given to the proximal factors as direct influencing factors in empirical studies. This contribution begins with some terminological clarifications. In the following section, the connections between individual linguistic and cognitive development are discussed using selected variables in both directions (internal perspective). Initially, findings regarding the influence of multilingualism on cognitive abilities are examined, followed by the influence of cognitive abilities on L2 acquisition in the reverse direction. Finally, the contribution focuses on external contextual factors. Findings on family contextual factors such as linguistic and social background are presented. Lastly, educational contextual factors are explored, particularly discussing whether and how instructional factors can contribute to creating conducive conditions for mutual development in both domains, cognition and language, and potentially compensating for disadvantaged learner groups (cf. Kersten 2019). [This is the translated version. The published paper can be found at https://www.researchgate.net/publication/371984714_Der_Zusammenhang_von_kognitiven_Fahigkeiten_und_Zweisprachigkeit_im_fruhen_L2-Erwerb_Individuelle_und_externe_Variablen]
... B. CLIL-Modulen) bis zu intensiven Programmen (Vollimmersion) betrachtet (vgl. Kersten 2019: 40, Kersten & Rohde 2015, Ramírez-Verdugo 2011. ...
... Eine mögliche Erklärung sieht der Autor in den weniger ausgeprägten fremdsprachlichen Kompetenzen, welche das Verständnis seitens der Lerner insbesondere zu Programmbeginn erschweren. Daher ist der Einsatz verständnisfördernder Visualisierungs-und Kontextualisierungstechniken besonders am Anfang einer CLIL-Umsetzung von hoher Bedeutung (Kersten & Rohde 2015: 82 f, Massler & Ioannou-Georgiou 2010. Mit steigenden (fremdsprachlichen) Kompetenzen seitens der Schüler_innen erfordert der Unterricht einen geringeren Einsatz von Unterstützungstechniken (Scaffolding) seitens der Lehrkraft (vgl. ...
... (Schirp 1992: 33) Da dem Kontinuitätskriterium auch bei CLIL eine wichtige Rolle zukommt, würde im Idealfall bereits zu Beginn eines bilingualen Programmes an einer Grundschule sichergestellt werden, dass im Anschluss eine Fortführung des BiU-Programmes an der weiterführenden Schule erfolgt (Wode 2004: 26, Kersten et al. 2009. Dies ist besonders wichtig, da zu erwarten ist, dass die Schüler_innen, die bereits während ihrer Grundschulzeit bilingual beschult worden sind, mit signifikant höheren Fremdsprachenkenntnissen in die weiterführenden Klassen einsteigen als Schüler_innen aus regulären Fremdsprachenklassen (Kersten & Rohde 2015: 81, Kersten & Rohde 2013. Eine gemeingültige und flächendeckende Lösung für den Übergang von der Grundschule in eine weiterführende Schule scheint derzeit nicht verfügbar und es ist anzunehmen, dass sich die Situation mit steigendem CLIL-Angebot an deutschen Grundschulen weiter zuspitzen wird (Kersten & Rohde 2013: 101). ...
Thesis
Bilinguale Unterrichtskonzepte, die auf europäischer Ebene auch unter dem Sammelbegriff CLIL (Content and Language Integrated Learning) zusammengefasst werden, haben in den vergangenen Jahren in den internationalen Bildungssystemen an Popularität gewonnen. Obwohl sich auch in Deutschland ein stetiger Zuwachs bilingualer Unterrichtsangebote verzeichnen lässt, weist CLIL insbesondere auf Grundschulebene mit knapp 2 % eine eher geringe Implementationsrate auf (FMKS 2014). Die vorliegende Arbeit untersucht mögliche Faktoren, welche die Implementation von CLIL im Primarbereich beeinflussen (können). Leitende Fragen sind unter anderem: Welche Einflussfaktoren fördern bzw. hemmen die CLIL-Implementation an Grundschulen? Was sind mögliche Gelingensbedingungen bzw. Hindernisse? Unter welchen Bedingungen entscheiden sich Lehrkräfte für bzw. gegen eine Implementation von CLIL? Gerahmt durch ein methodenintegrierendes Forschungsdesign (Mixed Methods), finden sich in der Forschungsarbeit sowohl qualitative als auch quantitative Studien zur umfassenden Analyse förderlicher und hinderlicher Einflussfaktoren bei der Implementation von CLIL. Die qualitativen Vorstudien (Beobachtungen an Schulen, Lehrerinterviews, Telefonbefragungen mit Schulleitungen) dienten anfangs der Generierung potenzieller Einflussgrößen und Hypothesen. Die identifizierten Einflussfaktoren wurden im Anschluss in einem umfassenden Kategoriensystem zusammengefasst, um daraus ein quantitatives Messinstrument zu erstellen. Dieses wurde dann im Rahmen der quantitativen Hauptstudie (Online-Befragung) mit 307 Grundschullehrkräften eingesetzt. Die Ergebnisse der Untersuchungen deuten darauf hin, dass die Implementation von CLIL mit zahlreichen Faktoren auf unterschiedlichen Ebenen (bildungspolitisch, organisational, personell) zusammenhängt. Zudem zeigte sich, dass zu unterschiedlichen Implementationszeitpunkten (beginnende bzw. bereits bestehende CLIL-Umsetzung) unterschiedliche Faktoren relevant bzw. einflussreich werden können. Des Weiteren deuten die Ergebnisse darauf hin, dass Lehrkräfte, die sich für eine Implementation von CLIL entscheiden, andere persönliche (individuelle) sowie kontextuelle (schulische) Voraussetzungen bzw. Bedingungen aufweisen als Lehrkräfte, die sich gegen eine Implementation entscheiden.
... In Immersionsschulen werden mindestens 50 % (Teilimmersion) oder (während der ersten Lernjahre) 100 % (Vollimmersion) des Curriculums in der Zweitsprache unterrichtet. Aufgrund dieses intensiven zweitsprachlichen Inputs und dem vergleichsweise geringen Anteil an formfokussiertem Sprachunterricht, fördern Immersionsprogramme das implizite Lernen (Kersten et al., 2021, S. 13) und internationale Studien zeigen, dass solcherlei bilinguale Programme zu beachtlichen linguistischen Lernerfolgen führen (Genesee, 2007;Piske, 2017;Steinlen & Piske, 2016), ohne dass die akademischen Kenntnisse in den Sachfächern dabei leiden (Kersten & Rohde, 2015;Wesche, 2002). Während die linguistischen Effekte solcher Programme also gut erforscht sind, ist die Forschungslage zu möglichen kognitiven Effekten von Immersionsprogrammen vergleichsweise dünn (Simonis et al., 2020, S. 4). ...
... Der Begriff Immersion hat seinen terminologischen Ursprung in dem englischen Verb to immerse und meint das Eintauchen in das ‚Sprachbad' der L2. In Immersionsprogrammen werden mindestens 50% (Teilimmersion) bis 100% (Vollimmersion) des Curriculums in der Zweitsprache unterrichtet (Genesee, 1987;Kersten & Rohde, 2015 Cohen & Swain (1976) prägten für Szenarien dieser Art den Begriff submersion: "The reality of the situation for the non-English speaker in Englishmedium schools is perhaps better reflected in the term 'submersion' than 'immersion'. Submersion reflects the sink-or-swim nature of the school experience for the minority group student" (ebd., S. 46). ...
Thesis
Full-text available
Wie entwickeln sich die kognitiven und die rezeptiven zweitsprachlichen Fähigkeiten in Immersionsschulen und Regelschulen? Und in welcher Beziehung stehen diese Faktoren in den verschiedenen Lernumgebungen zueinander? Diese Fragen galt es mit der hier vorgelegten Arbeit zu beantworten. Zu diesem Zweck wurden auf Basis eines quasiexperimentellen, longitudinalen Forschungsdesigns und der statistischen Auswertung des hieraus gewonnenen Datensatzes die Testergebnisse von 104 Proband*innen aus Regelschulen und Immersionsschulen untersucht.
... Hier werden mindestens 50 % (Teilimmersion) bis 100 % (Vollimmersion) des Curriculums in der Fremdsprache unterrichtet (vgl. Burmeister 2006, Genesee 1987, Kersten & Rohde 2015. Solche Programme werden als additive Lernumgebungen bezeichnet, weil sie (u.a.) zum Ziel haben, über die Fachinhalte hinaus beide involvierten Sprachen zu fördern (Swain & Johnson 1997: 7, Kersten & ...
Chapter
Full-text available
[English version available as "The relationship between cognitive abilities and bilingualism in early L2 acquisition: Individual and external factors" on Researchgate] Menschliche Sprache und Kognition entwickeln sich nicht unabhängig voneinander, sondern sind auf vielfältige Weise dynamisch miteinander verflochten. Dieser Beitrag stellt das Zusammenspiel von sprachlichen und kognitiven Fähigkeiten von Lernern auf der individuellen Ebene dar und stellt sie in den Zusammenhang mit der Ebene der externen Kontextfaktoren im sozialen und schulischen Umfeld. Dabei ist es in der empirischen Forschung sinnvoll und wichtig, zwischen sogenannten proximalen und distalen externen Faktoren zu unterscheiden: Eine kausale Wirkung auf den individuellen Lerner kann vor allem durch die direkte Stimulation der proximalen Faktoren, nämlich im persönlichen Austausch angenommen werden (Proximity of Stimulation-Ansatz, Kersten 2020, angenommen). Externe Faktoren sollten daher in empirischen Studien differenziert und den proximalen als direkte Einflussfaktoren besondere Beachtung geschenkt werden. Der Beitrag nimmt zunächst einige Begriffsklärungen vor. Im darauf folgenden Abschnitt werden Zusammenhänge zwischen individueller sprachlicher und kognitiver Entwicklung anhand einiger ausgewählter Variablen in beiden Wirkrichtungen diskutiert (interne Perspektive). Zunächst werden Befunde zum Einfluss von Mehrsprachigkeit auf die kognitiven Fähigkeiten in den Blick genommen, und im Anschluss daran in umgekehrter Richtung der Einfluss von kognitiven Fähigkeiten auf den L2-Erwerb. Abschließend widmet sich der Beitrag den externen Kontextfaktoren. Zunächst werden dazu Befunde zu familiären Kontextfaktoren, nämlich dem sprachlichen und sozialen Hintergrund dargestellt. Zum Schluss werden schulische Kontextfaktoren in den Blick genommen. Hier wird vor allem die Frage diskutiert, ob und wie unterrichtliche Faktoren dazu beitragen können, förderliche Bedingungen für die wechselseitige Entwicklung in beiden Bereichen, Kognition und Sprache, zu schaffen und so zu einem potenziellen Ausgleich für benachteiligte Lernergruppen beizutragen (vgl. Kersten 2019).
... This is in line with models on the effect of input processing such as Gass et al.'s (2020) Model of Second Language Acquisition, Leow's (2015) Model of the L2 Learning Process in ISLA, Kormos' (2011) Model of Bilingual Speech Production, Truscott and Sharwood Smith's (2019) Modular Cognition Framework, and Li and Jeong's (2020) Social Brain of Language Learning (Kersten, 2021). These results also support the wide range of studies on the effectiveness of immersion teaching (Wesche, 2002;Kersten & Rohde, 2015). ...
Chapter
Full-text available
Factors shaping human cognitive and linguistic development are intertwined and found within a nested structure of conceptual levels. Proximal levels contain concrete stimuli to the learner, while distal variables only exert indirect effects, and often represent container variables made up of numerous proximal ones. The Proximity of Stimulation Hypothesis holds that effects are best explained using proximal factors with immediate effects on the learner. This study examines the impact of exemplar influencing variables at different conceptual levels on L2 lexical and grammar reception, working memory and phonological awareness. Structural equation modeling with mediator analyses accounted for the hierarchical data structure of 93 L2 learners of English in German conventional and bilingual primary schools. Results supported the proximity hypothesis in that the effect of both distal variables, SES and L2 program, on internal variables was partially mediated by proximal variables (parental language/literacy support and teacher’s input quality, respectively). L2 program also predicted L2 lexicon and phonological awareness without a mediating effect, showing the effectiveness of bilingual teaching programs. Additionally, parental language/literacy support predicted L2 lexicon, teachers’ patience predicted L2 grammar and phonological awareness, and children’s degree of multilingualism predicted L2 grammar. Phonological awareness correlated with L2 grammar, corroborating the interconnectedness of cognitive-linguistic development and a cognitive advantage hypothesis. [Video: https://youtu.be/F2eCeU7IYNc]
... This can be inferred from the results of some research on the issue. Suyanto (1997), for instance, uncovered high school graduates who have studied English for six years can scarcely read reference books written in English. Mayasari (2009) investigating the ability of the second grade vocational school students in writing descriptive paragraph found unsatisfying results. ...
Article
Full-text available
It is not surprising that there are Indonesian people who are able to communicate only in one language, i.e., their native Language (L1). Some Javanese people-the major ethnic group living in East and Central Java-are only able to communicate in Javanese; some Sundanese people-the second major ethnic group living in West Java-are able to communicate only in Sundanese; and some Banjarese-the people living in South Kalimantan province are only able to communicate in Banjarese. This is especially true for those who never experience formal education and live in villages and remote areas for almost of their lives. For those who have ever gone to and attended formal education, they are usually able to communicate at least in two different languages, i.e., their L1 and Indonesian language, their L2. Even, some Indonesian people are not only able to communicate in L1 and L2, but also are able to communicate in more languages. In relation to these phenomena, the following question is raised: "Why do some people be able to communicate only in one language while some others are able to communicate in more, different languages?"
... This is in line with models on the effect of input processing such as Gass et al.'s (2020) Model of Second Language Acquisition, Leow's (2015) Model (Kersten, in press). These results also support the wide range of studies on the effectiveness of immersion teaching (Wesche, 2002;Kersten & Rohde, 2015). ...
Preprint
Full-text available
[Video: https://youtu.be/F2eCeU7IYNc] Factors shaping human cognitive and linguistic development are intertwined and found within a nested structure of conceptual levels. Proximal levels contain concrete stimuli to the learner, while distal variables only exert indirect effects, and often represent container variables made up of numerous proximal ones. The Proximity of Stimulation Hypothesis holds that effects are best explained using proximal factors with immediate effects on the learner. This study examines the impact of exemplar influencing variables at different conceptual levels on L2 lexical and grammar reception, working memory and phonological awareness. Structural equation modeling with mediator analyses accounted for the hierarchical data structure of 93 L2 learners of English in German conventional and bilingual primary schools. Results supported the proximity hypothesis in that the effect of both distal variables, SES and L2 program, on internal variables was partially mediated by proximal variables (parental language/literacy support and teacher’s input quality, respectively). L2 program also predicted L2 lexicon and phonological awareness without a mediating effect, showing the effectiveness of bilingual teaching programs. Additionally, parental language/literacy support predicted L2 lexicon, teachers’ patience predicted L2 grammar and phonological awareness, and children’s degree of multilingualism predicted L2 grammar. Phonological awareness correlated with L2 grammar, corroborating the interconnectedness of cognitive-linguistic development and a cognitive advantage hypothesis.
Article
Full-text available
This action research study focused on determining the contribution of digital reading through the Edpuzzle platform to improve reading comprehension in 21 fifth-grade students from a municipal elementary school in Chile. It was carried out over seven sessions during which reading comprehension activities in Edpuzzle were used to identify specific information. Data were collected through statistics provided by Edpuzzle, a Likert scale, and two focus groups. Although the results did not reveal significant progress in the evaluated skill, most participants expressed a positive perception of their performance during the interventions. Therefore, these findings may be relevant for those seeking to use online platforms like Edpuzzle to improve students' reading comprehension, as despite the lack of evident improvements, participants enjoyed the activities and experienced a sense of achievement.
Chapter
This chapter describes the processes by which curricula for teaching English to elementary school-aged children are arrived at, the distribution of responsibilities for devising young learners’ curricula, and the varieties of curriculum model that are found in response to different settings. It also discusses the ways in which curriculum decisions are documented and made available to teachers, parents, and other stakeholders in education and the relationships that can exist between curriculum design and assessment systems. It is argued that the values attributed to English and the relationships that the English language may have with the national language and other languages used in the host country are an important dimension in much curriculum decision-making, some of which may be strongly influenced by political figures who do not themselves have educational or linguistic expertise. The relationships that English may have with other subjects on the school curriculum, including other foreign languages, are also addressed. It is argued that language curriculum design for young children needs to be approached in a different way from design for older learners and that, when converting a language curriculum for children into concrete teaching plans, as well as specifying language content, it is valuable to include syllabus strands that are “child-friendly” and have cognitive, educational, and cultural values. The success with which curriculum specifications reach full classroom implementation is seen as partly dependent on transparency of communication within the education system but also requires coordination of teacher education and the provision of resources. The focus in this chapter is on the state school system but with discussion, where relevant, of the role of the private sector.
Chapter
Full-text available
Chapter
Full-text available
In recent years, early language learning has become increasingly popular in Germany. However, there are no uniform guidelines as to the implementation of immersion programs; consequently, school officials seeking to set up an immersion program are confronted with the difficult task to plan and implement their ideas. This paper gives an overview of important issues and strategies to consider when establishing a language immersion program. After providing a definition of the concept of immersion teaching, the article turns to important aspects of practical impementation and addresses a number of issue such as logistical considerations, choice of immersion language, teacher recruitment and parent participation. The implication is to plan comprehensively and to follow established best practices when starting an immersion program. (Language of chapter: German.)
Chapter
Full-text available
This paper discusses the challenges of acquiring English across different institutions from preschool to secondary school with regard to both regular language education that starts at primary level and bilingual programmes which may be offered at various stages in the learners' course of education. It is suggested that content-based bilingual programmes with no specific language curricula allow for a smoother transition across institutions than language-course-oriented approaches. The latter are problematic because the higher the level of institution, the more strongly the problems of transition are perceived. Additionally, programmes with a form of regulation within their transition processes encounter fewer problems than programmes without regulated transition. This is supported by the results of a survey that was conducted across more than 100 preschools, primary and secondary schools.
Chapter
The wide range of languages and purposes now served by immersion worldwide is illustrated by case studies of thirteen programs. Immersion, a relatively new approach to bilingual education, originated in Canada. It uses the target language as a medium of instruction in order to achieve "additive bilingualism" -- a high level of second language proficiency. The wide range of languages and purposes now served by immersion worldwide is illustrated by case studies of thirteen programs presented and discussed in this paperback edition. The introductory chapter defines immersion education theory and practice and shows how this approach differs from other forms of bilingual education.
Chapter
The wide range of languages and purposes now served by immersion worldwide is illustrated by case studies of thirteen programs. Immersion, a relatively new approach to bilingual education, originated in Canada. It uses the target language as a medium of instruction in order to achieve "additive bilingualism" -- a high level of second language proficiency. The wide range of languages and purposes now served by immersion worldwide is illustrated by case studies of thirteen programs presented and discussed in this paperback edition. The introductory chapter defines immersion education theory and practice and shows how this approach differs from other forms of bilingual education.
Chapter
The wide range of languages and purposes now served by immersion worldwide is illustrated by case studies of thirteen programs. Immersion, a relatively new approach to bilingual education, originated in Canada. It uses the target language as a medium of instruction in order to achieve "additive bilingualism" -- a high level of second language proficiency. The wide range of languages and purposes now served by immersion worldwide is illustrated by case studies of thirteen programs presented and discussed in this paperback edition. The introductory chapter defines immersion education theory and practice and shows how this approach differs from other forms of bilingual education.
Chapter
The wide range of languages and purposes now served by immersion worldwide is illustrated by case studies of thirteen programs. Immersion, a relatively new approach to bilingual education, originated in Canada. It uses the target language as a medium of instruction in order to achieve "additive bilingualism" -- a high level of second language proficiency. The wide range of languages and purposes now served by immersion worldwide is illustrated by case studies of thirteen programs presented and discussed in this paperback edition. The introductory chapter defines immersion education theory and practice and shows how this approach differs from other forms of bilingual education.