Kindergarteners’ perceptions of belonging and inclusion in a two-way immersion classroom

2021 ◽  
pp. 1-21
Author(s):  
Erin Feinauer Whiting ◽  
Erika Feinauer ◽  
Sionelle Nicole Beller ◽  
Elizabeth R. Howard
Keyword(s):  
Two Way Immersion ◽  
Immersion Classroom

A Vygotskian sociocultural perspective on immersion education

2013 ◽  
Vol 1 (1) ◽  
pp. 101-129 ◽  
Author(s):  
Merrill Swain ◽  
Sharon Lapkin
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Language Use ◽  
Proximal Development ◽  
Sociocultural Perspective ◽  
Learning And Teaching ◽  
Immersion Education ◽  
Two Way Immersion ◽  
The One ◽  
Immersion Classroom

An enduring issue in immersion education focuses on the appropriate use of the L1 in the one-way or two-way immersion classroom. In this article we discuss several key constructs (mediation, languaging, the cognition/emotion relationship, zone of proximal development) that are central to a Vygotskian sociocultural theory of mind perspective on second language learning and teaching. Each discussion of a theoretical construct is followed by a review of one or more key research studies from one-way or two-way immersion contexts whose findings we highlight or re-interpret in light of Vygotsky’s insights. The theory and research yield three important guiding principles with the goal of helping educators to make decisions about their language use choices in the immersion classroom.

Teaching Bilingual Education through Two-Way Immersion

2018 ◽  
Vol 2 (Special Issue No. 1) ◽  
pp. 57-70
Author(s):  
Eugene Kabbe ◽  
Keyword(s):  
Bilingual Education ◽  
Two Way Immersion

Chapter 4: Integrated Language and Content Teaching: Insights from the Immersion Classroom

2008 ◽  
pp. 71-96 ◽  
Author(s):  
Tara Williams Fortune ◽  
Diane J. Tedick ◽  
Constance L. Walker
Keyword(s):  
Immersion Classroom
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