2. Context Matters: Translanguaging and Language Immersion Education in the US and Canada

2019 ◽  
pp. 27-44 ◽  
Author(s):  
Tara W. Fortune ◽  
Diane J. Tedick
Keyword(s):  
Language Immersion ◽  
Immersion Education ◽  
The Us ◽  
Language Immersion Education

Student outcomes in one-way, two-way, and indigenous language immersion education

2014 ◽  
Vol 2 (2) ◽  
pp. 165-180 ◽  
Author(s):  
Kathryn Lindholm-Leary ◽  
Fred Genesee
Keyword(s):  
Second Language ◽  
Student Outcomes ◽  
Language Immersion ◽  
Indigenous Language ◽  
Language Competence ◽  
Content Areas ◽  
Student Background ◽  
Immersion Education ◽  
Language Immersion Education ◽  
The Relationship

This article examines international research on student outcomes in one-way, two-way, and indigenous language immersion education. We review research on first and second language competence and academic achievement in content areas (e.g., math) among both majority and minority language students. We also discuss the relationship between bilingualism and student outcomes and whether more exposure to the first or second language is associated with better outcomes. In addition, we highlight student background, methodological, and assessment issues and concerns, and suggest additional avenues of research on student outcomes

scholarly journals Second Language Acquisition and Form-Focused Instruction in Immersion: Teaching for Learning

2016 ◽  
Vol 3 (2) ◽  
pp. 388
Author(s):  
PhD T. J. Ó Ceallaigh
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Skills ◽  
Mother Tongue ◽  
Language Immersion ◽  
Language And Literacy ◽  
Sustained Development ◽  
Immersion Education ◽  
Viable Solution ◽  
Language Immersion Education

While research on language immersion education has highlighted a multitude of benefits such as<br />cognitive skills, academic achievement and language and literacy development, some studies have also<br />identified challenges to its effective implementation, particularly as they relate to language acquisition.<br />It has been suggested that the less than optimal levels of students’ immersion language “persist in part<br />because immersion teachers lack systematic approaches for integrating language into their content<br />instruction” (Tedick, Christian, &amp; Fortune, 2011, p. 7). Students’ interlanguage has aspects that are<br />borrowed, transferred and generalised from the mother tongue and differs from both the immersion<br />language and the mother tongue. After a period of sustained development, interlanguage appears to<br />stabilise and certain non-target like features tend to fossilise. Research has long suggested that<br />effective immersion pedagogy needs to counterbalance both form-oriented and meaning-oriented<br />approaches. This paper reviews the literature in relation to the linguistic deficiencies in immersion<br />students’ L2 proficiency and form-focused instruction is examined as a viable solution to this<br />pedagogic puzzle. Key instructional elements of form-focused instruction are unpacked and some<br />pedagogical possibilities are considered in an attempt to identify and discuss strategies that will enable<br />immersion learners to refine their grammatical and lexical systems as they proceed.

The Latina/o Midwest Reader

2017 ◽  
Keyword(s):  
Rural Areas ◽  
Language Immersion ◽  
Sports Teams ◽  
Dual Language Immersion ◽  
Art And Politics ◽  
Rural And Urban ◽  
Immersion Education ◽  
The Social ◽  
New Type ◽  
Language Immersion Education

This anthology challenges the notion that Latinas/os are newcomers to the Midwest by emphasizing that Latinas/os have resided in the region for over a century, and have contributed to the social, cultural, and economic dimensions of rural and urban Midwestern communities. Its eighteen interdisciplinary chapters and introduction essays explore issues of history, education, literature, art, and politics defining today’s Latina/o Midwest. Some contributors delve into the Latina/o revitalization of rural areas, where communities have launched bold experiments in dual-language immersion education while seeing integrated neighborhoods, churches, and sports teams become the norm. Others reveal metro areas as laboratories for emerging Latino subjectivities, places where for some, the term Latina/o itself corresponds to a new type of lived identity as different Latina/o groups interact in shared neighborhoods, schools, and workplace.

scholarly journals Principals’ attitudes towards the suitability of Irish language immersion education for children with dyslexia

2020 ◽  
Vol 27 ◽  
Author(s):  
Rachael Patton ◽  
Elizabeth Mathews
Keyword(s):  
Language Immersion ◽  
Assessment System ◽  
Special Educational Needs ◽  
Online Questionnaire ◽  
Negative Attitudes ◽  
Irish Language ◽  
Immersion Education ◽  
Primary School Principals ◽  
Language Immersion Education ◽  
And Training

This study explores principals’ attitudes towards the suitability of language immersion education (LIE) enrolment for children with dyslexia in Ireland. It also aims to examine the challenges faced by those in LIE settings working to include children with special educational needs (SEN), specifically dyslexia, in their schools. Participants include primary school principals working in Irish LIE settings across Ireland. The study follows a mixed methods approach including a focus group interview and a self-completion online questionnaire. Results indicate that principals believe that LIE enrolment is suitable for children with dyslexia and that these children can benefit from being placed in such a learning environment. However, the Irish immersion system faces considerable challenges in its aims to support children with dyslexia, namely the lack of an appropriate assessment system, the lack of sufficient research and training and negative attitudes held towards the Irish language.

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