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Submersion: Submersion-type immersion programs is a sink or swim kind of program. This type of immersion does not provide the student with any kind of assistance. [1] It is up to the student's ability to learn and understand the language on their own. Most immersion programs have students focus on developing English proficiency only.
In two-way immersion programs, also called dual- or bilingual immersion, the student population consists of speakers of two or more languages. Two-way immersion programs in the US promote L1 speakers of a language other than English to maintain that language as well as to teach English as a second language (ESL). [11]
Students have been expected to work in "lock-step" with the teacher orchestrating what students do to a very high degree. Teachers, in turn, rely on textbooks that allow little variation. Use of self-access center materials steer students way from the rigidity and "security" of this paradigm, causing teachers to lose their "all-powerful" and ...
The students' primary language is used to a lesser extent in the instruction of other subjects. As students make progress in the second language, it becomes increasingly incorporated into the curriculum, gradually taking the place of the first language. Cultural knowledge is imparted through classroom activities and materials.
Structured English Immersion (SEI) is a total immersion bilingual education technique for rapidly teaching English to English language learners. The term was coined by Keith Baker and Adriana de Kanter in a 1983 recommendation to schools to make use of Canada's successful French immersion programs. [ 1 ]
Immersion in a foreign language, as defined above, is a subtype within the realm of bilingual education as a tool that effectively promotes proficiency in two languages. [3] It has been found that students enrolled in an early-immersion program learn the language being taught at an almost-native proficiency by age 11.
The number of students enrolled in Minneapolis Public Schools is expected to drop under 30,000 students from 2007 to 2011. [8] As a result of "a severe learning gap, continued enrollment decreases and financial shortfalls" [ 9 ] the district has at times proposed closing a number of schools, the majority in North Minneapolis .
Collaborative learning environments promote language development by encouraging students to work together in pairs or groups, engaging in problem-solving activities, discussions, and role-plays. Language development activities, such as debates and discussions, provide structured opportunities for language practice within a supportive context.