Two-Way Immersion Education

2013 ◽  
Author(s):  
Ester Johanna de Jong
Keyword(s):  
Immersion Education ◽  
Two Way Immersion

Bilingualism for All: Two-Way Immersion Education in the United States

2000 ◽  
Vol 39 (4) ◽  
pp. 258-266 ◽  
Author(s):  
Donna Christian ◽  
Elizabeth R. Howard ◽  
Michael I. Loeb
Keyword(s):  
United States ◽  
The United States ◽  
Immersion Education ◽  
Two Way Immersion

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.

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