Why immersion language programs

Combining quality early childhood education with a Spanish immersion program gives our students a leg up in their education and their lives.

For the parents that value multilingualism - beginning their child's formal learning with an immersion preschool is a natural fit. Not only does the knowledge of another languages help to keep the cultural heritage of the family alive, it also helps to provide the preschooler with advantages later in life. No doubt that being fluent in more than one language provides personal and professional opportunities in the future.

There are many benefits of multilingualism and we are so very proud to be a part of that for all our amazing students. High-level, high-paying employment will demand competence in more than one language. Beyond economics are the countless advantages that b i- and multilingual individuals enjoy by being able to communicate with a much wider range of people from many different linguistic and cultural backgrounds. Knowledge of other languages enriches travel experiences and allows people to experience other societies and cultures more meaningfully.

Besides access to foreign media, literature, and the arts, bi- and multilingual people can simply connect and converse more freely. Becoming bilingual leads to new ways of conceptualizing yourself and others. It expands your worldview, so that you not only know more, you know differently. Challenges Faced by Language Immersion. Designing, implementing, and providing ongoing support for language immersion education is no easy task. Pressing challenges include staffing, curriculum development and program articulation.

Program administrators struggle to find high-quality, licensed teachers who can demonstrate advanced levels of oral and written proficiency in the chosen language. Once teachers are hired, the search begins for developmentally appropriate curriculum, materials, and resources that meet local district and state standards. Elementary-level challenges are met with additional secondary-level issues such as scheduling and balancing students' educational priorities as the program moves up and through the middle and high school years.

Inadequate teacher preparation for immersion programs remains a challenge in this field. Teachers need specialized professional development support to meet the complex task of concurrently addressing content, language, and literacy development in an integrated, subject-matter-driven language program. In addition to professional development related to curriculum design and pedagogical techniques, both native and non-native teachers report the need for ongoing support for their own proficiency in the immersion language.

Chinese teachers whose educational experiences took place in more traditional, teacher-centered classrooms are aware of significant cultural differences and participant expectations. For example, US schools place a strong emphasis on social skills and language for communicative purposes.

Children expect learner-centered activities with real-life tasks. Chinese teachers often hold a different set of expectations for students and thus, they frequently need support for classroom management strategies and techniques.

Immersion teachers face significant hurdles in the sheer range of learner differences. The impact of students' variations in language proficiency, literacy development, learning support available to the student in the home, achievement abilities, learning styles, and special needs grows exponentially when teaching and learning occurs in two languages.

Many immersion programs lack the necessary resources and bilingual specialists to provide appropriate instructional support, assessment, and interventions. Promoting student understanding of more abstract and complex concepts becomes increasingly difficult in the upper elementary grades and beyond. Some upper-elementary immersion teachers, in particular those who teach in partial or programs, report difficulties in teaching advanced-level subject matter because students' cognitive development is at a higher level than their proficiency in the second language.

One of the greatest challenges for immersion teachers is to keep their students using the second language, especially when working and talking amongst themselves. This challenge is particularly pronounced once the children have moved beyond the primary grades.

For instance, studies in both one-way and two-way immersion classes point to fifth-grade students using English more frequently than their non-English language. Finally, outcome-oriented research reveals that immersion students, especially those who begin the program as native English speakers, don't quite achieve native-like levels of speaking and writing skills. Studies consistently find that English-speaking immersion students' oral language lacks grammatical accuracy, lexical specificity, native pronunciation, and is less complex and sociolinguistically appropriate when compared with the language native speakers of the second language produce.

Selected References:. Bamford, K. Additive-bilingual immersion education: Cognitive and language development. Language Learning, 41 3 , Bialystok, E. Bilingualism in development: Language, literacy, and cognition. New York: Cambridge University Press. Bilingualism: The good, the bad, and the indifferent. Language and Cognition, 12 1 , Bournot-Trites, M. Bruck, M. Language impaired children's performance in an additive bilingual education program. Applied Psycholinguistics, 3 , Are French immersion programs suitable for working class children?

Word, 27 , Caldas, S. Poverty, race, and foreign language immersion: Predictors of math and English language arts performance. Learning Languages, 5 1 , Designing and implementing two-way bilingual programs. Campbell, R. Foreign language learning in the elementary schools: A comparison of three language programs. The Modern Language Journal, 69, 44— Carrigo, D. Just how much English are they using? Teacher and student language distribution patterns, between Spanish and English, in upper-grade, two-way immersion Spanish classes.

Unpublished doctoral dissertation, Harvard University, Massachusetts. Cenoz, J. Psycholinguistic perspectives on multilingualism and multilingual education.

Cenoz and F. Genesee Eds. Clevedon, UK: Multilingual Matters. Applied Psycholinguistics 15, Christian, D. Dual language education. Hinkel Ed. New York: Routledge. Cummins, J. The role of primary language development in promoting educational success for language minority students.

In Schooling and language minority students: A theoretical framework pp. Curtain, H. Languages and children: Making the match, 4 th Editio n. Education, Audiovisual and Culture Executive Agency. Study on the contribution of multilingualism to creativity. Brussels: Author. Gain international experience. Achieve personal and professional growth. All while uniting our world. Are you a current or former ambassador teacher who knows someone that could be a good fit for the program?

Resources for school leaders to help you support your teachers and implement a successful program. Resources for parents considering dual language immersion programs for their child or supporting a global citizen at home. At Participate Learning, we believe in the power to unite our world through global education. Our program offerings give students access to an education that prepares them for college, career, and life in a globally connected world.

At the heart of this are our language immersion programs, in both Spanish and Mandarin. While there are a few varieties of language immersion curriculums, our programs focus on teaching a second, target language to students for either 50 percent or 90 percent of their school day.

Read on for answers to ten frequently asked questions about our language immersion programs. Beyond achieving high proficiency in biliteracy and bilingual skills, research shows immersion students outperform native English-speaking classmates on standardized tests and have enhanced cognitive skills.

Students also gain interpersonal skills, including increased cultural sensitivity, and are prepared for a global society and marketplace. Being able to communicate and excel academically in two languages also gives students greater self-esteem and a sense of accomplishment. Watch this video to hear firsthand about the experiences of students who finished our language immersion program.

The first number in the ratio for both models indicates the percentage of time in the classroom that is spent teaching in the target language of Spanish or Mandarin. Languages Abroad offers an extensive program in Monaco, that gem of a city-state on the Mediterranean, where French is the official language. A hub of finance and pop culture, Japanese is a crucial language to learn for those interested in an international career in business or if you have a love for anime!

Our recommended Japanese language immersion programs? This language immersion school is a nonprofit educational organization that offers immersive language instruction in bustling Tokyo! Aside from immersive homestays with a local family, the KCP program also organizes excursions for its students so as to fully immerse them in Japanese culture as well. Whichever language you decided to study abroad, seriously consider a language immersion school. The idea of giving up everything — your home, your family and friends, and your language — is a scary one.

Change is always a little intimidating. By using our site you agree to our use of cookies. Read our Cookie Policy for details. Choose Experience. Online Programs. Interested in Language Courses? Start Your Search. Let Barcelona experts help create your perfect study abroad experience! Back to top. Why intensive language immersion programs abroad are so effective At language immersion schools, every second of your time is spent speaking, listening, and living the language you are trying to learn.

Practice makes perfect.