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Language immersion, or simply immersion, is a technique used in bilingual language education in which two languages are used for instruction in a variety of topics, including math, science, or social studies and each class is made up of native language speakers from each represented language. The languages that are acquired first and second are referred to as the L1 and L2, respectively. Each language immersion program varies through different contexts, such as class time spent in the L2, age of students, subjects taught, and the level of participation by the native L1 speakers.

Although programs differ by country and context, most language immersion programs have the overall goal of promoting bilingualism. In many cases, biculturalism is a goal for speakers of the majority language (i.e. the language spoken by the majority of the surrounding population) and the minority language (i.e. the language that is not the majority language). Research has shown that these forms of bilingual education provide students with overall greater language comprehension and production of the L2 in a native-like manner; in addition to, greater exposure to other cultures and the preservation of languages, particularly heritage languages.

Background

Traditionally, the term ‘immersion’ has two distinct meanings with regards to bilingual education with the main difference being the overall goal of the educational instruction: fostering bilingualism within a group or simply focusing on the development of the L2 without preserving the L1. These different approaches to immersion can be seen in the variety of bilingual immersion models and programs. The first use of the term ‘immersion education’, with the goal of fostering bilingualism, was used in a Canadian study outlining the French immersion education of native English L1 speakers. Within this program, native English L1 speakers were formally taught for two to three years in French before being formally taught in English. After a few years, English is incorporated into math, science, and other courses. The outcome for this style of education program is an even split in instruction in both languages by the end of elementary school.

Background within the U.S.

Traditionally, the Untied States has had a positive outlook on bilingual education. Towards the end of the 19th century, there was a large increase in immigrants arriving to the U.S. who spoke non-English languages that caused a new sense of nationalism and urgency to integrate immigrants into the American culture. Many early immersion programs ascribed to the 'sink or swim' method, forcing students to learn in English without any instruction in their L1. In 1968, the Bilingual Education Act was enacted that pointed to a more tolerant perception of bilingual education as a whole, although more legislation would be needed to make bilingual education compulsory for schools instead of optional, see Lau v. Nichols.

Bilingual education in the U.S. and around the world has taken on a variety of different approaches outside of the traditional 'sink or swim' method of full submersion in an L2 without assistance in the L1. According to the Center for Applied Linguistics, there are almost 450 language immersion schools in the U.S. with the three main immersion languages of instruction being Spanish (45%), French (22%), and Mandarin (13%).

Background

For my addition to the Wikipedia page "Language Immersion", I will be focusing on the background and historical viewpoints of language immersion, starting with the alternative views on bilingual and immersion education as a whole throughout history, the first Canadian study of immersion education mentioned in the current "Background" subsection, and ending with modern day views on language immersion. The following sections will deal further break down this background by detailing the specific types of language immersion programs in more detail than the previous current article i.e. adding details about FLES and discussing results and conclusions from other studies with greater detail and documentation than the current article i.e the "outcomes" subsection. Lastly, to include all possible information, we will discuss more countries in the "Cases by Country" subsection other than the Israeli and American examples already listed.

Background Subsection Working Reference List:

Bybee, E., Henderson, K. and Hinojosa, R. (2014) An Overview of U.S. Bilingual Education: Historical Roots, Legal Ba les and Recent Trends. Texas Education Review 2

Blanton, Carlos Kevin. The Strange Career of Bilingual Education in Texas. College Station: Texas A&M University Press, 2004. 

Center for Applied Linguistics. (2011). Directory of foreign language immersion programs in U.S. schools. Retrieved April 1, 2017, from  http://webapp.cal.org/Immersion/.

Collins, Greg. "Bilingual Education Does Not Help Students." Should the United States Be Multilingual?, edited by Amy Francis, Greenhaven Press, 2011. At Issue. Opposing Viewpoints in Context, link.galegroup.com/apps/doc/EJ3010742209/OVIC?u=lom_waynesu&xid=3609e582. Accessed 16 Feb. 2017.

Pacific Policy Research Center. 2010. Successful Bilingual and Immersion Education Models/Programs. Honolulu: Kamehameha Schools, Research & Evaluation Division.