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Journal articles on the topic 'Immersione bilingue'

Author: Grafiati

Published: 9 March 2023

Last updated: 31 July 2025

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1

Verde Peleato, Irene. "Educación bilingüe en EE.UU. Estudio de casos de una escuela primaria." Estudios sobre Educación 21 (December 9, 2011): 139–58. http://dx.doi.org/10.15581/004.21.4426.

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Los Estados Unidos de América son por su historia una nación lingüística y culturalmente diversa desde sus orígenes, lo que ha obligado a la administración a atender a los grupos minoritarios y a dar respuestas adecuadas a sus necesidades educativas. Este trabajo arranca con un recorrido por lo que ha supuesto la política estadounidense en materia de instrucción lingüística a los hijos de los inmigrantes. Exponemos las respuestas de educación bilingüe que se han ido dando a las minorías. Desde una investigación que responde al diseño de estudio de casos hemos analizado una escuela bilingüe del

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Durepos, Jessica. "uOttawa French Immersion Students' Linguistic Identities: The Duality of their Positionings." OLBI Working Papers 9 (June 22, 2018): 51–75. http://dx.doi.org/10.18192/olbiwp.v9i0.2320.

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An important yet still relatively under researched area of research in immersion studies includes post-secondary immersion research and is increasingly warranted in order to better understand the student experiences of these student. The participants of this case study find themselves in a pivotal life moment as they are transitioning from the K-12 immersion education system to a bilingual post-secondary institution. During this transition, the study examines how Régime d'immersion en français students at the University of Ottawa position themselves and are positioned (Davies & Harré, 1990

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Thibeault, Joël, and Ian A. Matheson. "Investigating the Reading Strategies Used by French Immersion Pupils as They Engage With Dual-Language Children’s Books: A Multiple Case Study." in education 27, no. 1 (2021): 41–60. http://dx.doi.org/10.37119/ojs2021.v27i1.503.

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Abstract As dual-language children’s books are becoming increasingly popular in language and literacy education, scholars are starting to zero in on how students construct meaning as they read these books. In this paper, in light of the previously mentioned body of literature, we present a qualitative study focusing on the reading strategies that three Grade 3 French immersion pupils schooled in Saskatchewan deployed when they read two types of dual-language books: translated, where the entire text appears in both English and French, and integrated, where passages in French organically c

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Wang, Yingxi. "Research on the Immersive English Learning Model and Implementation Strategies." Yixin Publisher 1, no. 3 (2023): 27–33. http://dx.doi.org/10.59825/jet.2023.1.3.27.

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Immersive English learning is characterized by immersion, scenario-based learning, and interaction. It represents a bilingual teaching model where the second language serves as the primary medium of instruction and is widely recognized as a successful approach to second language education worldwide. This article offers a comprehensive review of the immersive English learning model and presents strategies for its effective implementation, considering philosophical, environmental, and instructional dimensions. The aim is to enhance the quality and proficiency of English language acquisition. To

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LYSAK, HALYNA. "IMPLEMENTATION OF IMMERSIVE TECHNOLOGIES IN FOREIGN LANGUAGE LEARNING: ANALYSIS OF FOREIGN AND DOMESTIC (UKRAINIAN) EXPERIENCE." Comparative Professional Pedagogy 12, no. 1 (2022): 78–85. http://dx.doi.org/10.31891/2308-4081/2022-12(1)-8.

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The use of modern immersive technologies in the educational process is due to changes in the development of information and communication technologies and the challenges of the pandemic, which forced learning and working remotely. The article summarizes the Ukrainian and foreign experience of using immersive technologies in education in general and in the process of learning foreign languages in particular. A general description of the concepts “virtual reality”, “immersion” and “immersive technologies” in the context of their use in the educational process has been presented. The advantages o

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Ye, Zhonglin, Yanlin Yang, Lei Meng, Gege Li, Zhaoyang Wang, and Haixing Zhao. "Applications of Teaching Based on Virtual Reality in Agro-Pastoralism Areas." International Journal of Information and Communication Technology Education 19, no. 1 (2023): 1–18. http://dx.doi.org/10.4018/ijicte.322551.

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This article first put forward the educational application of immersive virtual laboratories for the problems of poor spatial thinking ability and weak hands-on operation ability. Second, aiming at the problems of a lack of excellent backbone teachers and insufficient educational information equipment, a Tibetan-Chinese bilingual immersion virtual basic teaching system suitable for students in pastoral areas has been developed to complement the teaching of teachers in remote areas. Third, the application of virtual gymnasiums is proposed to reduce the physical discomfort of students under hars

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Flynn, Peggy. "Student Motivation, Identity and Investment Construction in French Immersion Studies at the University of Ottawa." OLBI Working Papers 9 (June 22, 2018): 77–88. http://dx.doi.org/10.18192/olbiwp.v9i0.2318.

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AbstractThis article focusses on the motivating factors behind the decision of first-year students in the French Immersion Studies (FIS) program at the University of Ottawa to continue their immersion studies at a university level, how they experience their studies within this program, and how this experience impacts their identity and investment in French language and culture. The findings presented are part of a study that demonstrates the positive influence that parents, teachers and relevant extracurricular experiences have on students’ decision to continue their immersion studies as well

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Buser, Melanie. "Challenge/Competence Appraisal by Swiss Two-Way Immersion Teachers of the “Cursus bilingue/Bilingualer Studiengang” in Their Professionalization Process and Career-Entry Stage Implications." Education Sciences 15, no. 6 (2025): 773. https://doi.org/10.3390/educsci15060773.

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The growing number of public one-way and two-way immersion schools (French/German) in the Swiss cantons of Bern, Jura, and Neuchâtel has resulted in an increased need for teachers who are explicitly prepared for those schools. This need led to the thoughtfully conceptualized two-way immersion curriculum “Cursus bilingue/Bilingualer Studiengang,” jointly offered by two universities of teacher education located in the French- and German-speaking areas of Switzerland. This study explores the professionalization process of future primary teachers from Bern, Jura, and the bilingual program who are

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Collier, Virginia P. "The Canadian Bilingual Immersion Debate." Studies in Second Language Acquisition 14, no. 1 (1992): 87–97. http://dx.doi.org/10.1017/s0272263100010482.

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Estrada, Patricia López, and Ana María Chacón. "A teacher´s tensions in a Spanish first grade two-way bilingual immersion program." Revista Portuguesa de Educação 28, no. 2 (2015): 211. http://dx.doi.org/10.21814/rpe.7752.

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Este estudo descreve as tensões sentidas por uma professora de 1º ano numa sala de aula de imersão bilingue ‘two-way’. Baseando-se na análise indutiva de Hatch (2002), sob a forma de análise de domínio (domain analysis), os dados do estudo foram obtidos através de duas entrevistas a uma professora no ano letivo de 2009-2010. Os resultados indicam que a professora bilingue detém crenças fortes acerca da importância de proporcionar aos alunos oportunidades de explorar a língua minoritária (Espanhol). Contudo, a professora manifesta preocupações de âmbito linguístico e académico no desempenho da

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Cummins, Jim. "Rethinking pedagogical assumptions in Canadian French immersion programs." Journal of Immersion and Content-Based Language Education 2, no. 1 (2014): 3–22. http://dx.doi.org/10.1075/jicb.2.1.01cum.

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Bilingual education and second language immersion programs have operated on the premise that the bilingual student’s two languages should be kept rigidly separate. This paper argues that although it is appropriate to maintain largely separate spaces for each language, it is also important to teach for transfer across languages. In other words, it is useful to explore bilingual instructional strategies for teaching emergent bilingual students rather than assuming that monolingual instructional strategies are inherently superior. The central rationale for integration across languages is that lea

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Liu, Tingting. "English classroom immersion learning on language barriers in autistic students." CNS Spectrums 28, S2 (2023): S110. http://dx.doi.org/10.1017/s109285292300528x.

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Background Language is an important tool for human thinking and communication, and language disorder is one of the core symptoms of autism. This paper aims to examine the effects of English full immersion use in an English classroom learning environment on facilitating language acquisition performance and language disorders in autistic students. In addition, the paper also seeks to analyze the potential impact of immersive learning on their language ability and communication skills.Subjects and Methods60 autistic students from a school in Chengdu were randomly selected, and 30 were randomly as

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Pawley, Catherine. "How Bilingual Are French Immersion Students?" Canadian Modern Language Review 41, no. 5 (1985): 865–76. http://dx.doi.org/10.3138/cmlr.41.5.865.

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Mok, Peggy P. K., and Alan C. L. Yu. "The effects of language immersion on the bilingual lexicon." Linguistic Approaches to Bilingualism 7, no. 5 (2016): 614–36. http://dx.doi.org/10.1075/lab.15029.mok.

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Abstract Previous studies have consistently found an asymmetry where priming in the L1-L2 direction is stronger than that in the L2-L1 direction. However, some studies showed that an L2 immersion environment could attenuate bilingual speakers’ access to the L1 and result in a ‘bilingual disadvantage’. This study investigated how language immersion modulates the priming effects of late adult bilingual speakers. We compared late Chinese-English bilingual speakers with high L2 (English) proficiency in an L1 environment and those in an L2 immersion environment. Both semantic and translation primin

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Xia, Yuqing. "Bilingual Learning for Young Children." Communications in Humanities Research 63, no. 1 (2024): 8–13. http://dx.doi.org/10.54254/2753-7064/63/20242565.

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This study examines the impact of immersion education on the native language (L1) proficiency of adolescent bilingual learners. Immersion education, where most academic instruction is provided in a second language (L2), aims to foster bilingualism while achieving academic competence. However, there are concerns about the effect of this educational model on learners' L1 development, particularly during adolescencea critical period for cognitive and academic language growth. Drawing from existing research on bilingualism and immersion education, this paper explores the balance between L2 acquisi

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Hipfner-Boucher, Kathleen, Katie Lam, and Becky Xi Chen. "The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children." Written Language and Literacy 17, no. 1 (2014): 116–38. http://dx.doi.org/10.1075/wll.17.1.06hip.

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To evaluate the effects of bilingual education on minority-language children’s English language and literacy outcomes, we compared grade 1 Chinese-speaking Canadian children enrolled in three different instructional programs (French Immersion, Chinese-English Paired Bilingual, English-only). ANCOVA results revealed that the French immersion children outperformed the other two groups on measures of English phonological awareness and word reading and that the bilingual groups were comparable to monolingual English norms on a test of receptive vocabulary. Multiple regression analyses were conduct

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CALDAS, STEPHEN J., and SUZANNE CARON-CALDAS. "The influence of family, school, and community on bilingual preference: Results from a Louisiana/Québec case study." Applied Psycholinguistics 21, no. 3 (2000): 365–81. http://dx.doi.org/10.1017/s0142716400003040.

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This case study examines the shifting bilingual preference of three French/English bilingual children over a three-year period. It also clarifies the distinction between the many often misleading terms used to refer to bilingual preference (i.e., a bilingual's language choice). The children's fluctuating bilingual preference is accounted for in terms of three contextual domains: home, school, and community. The home domain was predominantly French-speaking, while the community domain shifted between predominantly English-speaking Louisiana and French-speaking Québec. The 10-year-old identical

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Costa, Francesca, and Maria Teresa Guasti. "Is Bilingual Education Sustainable?" Sustainability 13, no. 24 (2021): 13766. http://dx.doi.org/10.3390/su132413766.

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We present cross-sectional research to verify whether learning to read in Italian (the participants’ mother language and majority language) is delayed when simultaneously learning to read in English (a second language not spoken in the country). Available evidence considering the specific combination of bilingual orthographies being acquired suggests that there should not be adverse effects on the Italian literacy outcomes of Italian–English immersion students. To verify this hypothesis, the Italian reading performance of three groups of bilinguals educated in 50:50 Italian–English immersion p

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Kabbe, Eugene. "Teaching Bilingual Education through Two-Way Immersion." Cihan University-Erbil Scientific Journal 2, Special Issue No. 1 (2018): 57–70. http://dx.doi.org/10.24086/cuesj.si.2018.n1a5.

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Menke, Mandy Renee. "Phonological development in two-way bilingual immersion." Journal of Second Language Pronunciation 3, no. 1 (2017): 80–108. http://dx.doi.org/10.1075/jslp.3.1.04men.

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In spite of the well-documented advantage of an early age of acquisition, findings from one-way (foreign language) immersion programs suggest that this instructional context is insufficient for acquisition of nativelike articulations by child foreign language learners. It has been suggested that the lack of exposure to native speaking peers may contribute to reported non-native pronunciation. This study expands upon the previous research with child second language learners of Spanish, exploring how children, who learn academic content in Spanish, alongside native Spanish-speaking peers produce

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Hernández, Ana M. "Language status in two-way bilingual immersion." Journal of Immersion and Content-Based Language Education 3, no. 1 (2015): 102–26. http://dx.doi.org/10.1075/jicb.3.1.05her.

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Research has shown that two-way bilingual immersion (TWBI) programs provide positive outcomes for all students to become bilingual, biliterate, and bicultural. Yet, studies have shown that there can be challenges in student-to-student interaction in TWBI programs. This study reports on peer interaction dynamics during content instruction in two 90/10 programs through lesson observations, teacher interviews, and reflections. Teachers in Grades 4–6 provided their perspectives concerning the status of English and Spanish in their classrooms. Teachers also shared instructional strategies to suppor

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Safty, Adel. "French immersion: Bilingual education and unilingual administration." Interchange 23, no. 4 (1992): 389–405. http://dx.doi.org/10.1007/bf01447285.

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Lara-Alecio, Rafael, Martha Galloway, Beverly J. Irby, Linda Rodríguez, and Leo Gómez. "Two-Way Immersion Bilingual Programs in Texas." Bilingual Research Journal 28, no. 1 (2004): 35–54. http://dx.doi.org/10.1080/15235882.2004.10162611.

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Goldin, Michele. "An Exploratory Study of the Effect of Spanish Immersion Education on the Acquisition of Pronominal Subjects in Child Heritage Speakers." Languages 5, no. 2 (2020): 18. http://dx.doi.org/10.3390/languages5020018.

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Studies have found that aspects of grammar that lie at the syntax–pragmatics interface, such as the use of pronominal subjects in null-subject languages, are likely to undergo cross-linguistic influence in bilingual speakers. This study contributes to our understanding of the role of Spanish immersion academic instruction on the comprehension of null subjects in English-dominant, Spanish-heritage children living in the United States. Two groups of bilingual children aged 4 to 7 (those attending a Spanish immersion school and those not) completed an acceptability judgment task in both English a

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Payesteh, Bita, and Lizbeth H. Finestack. "Narrative language development of Persian-English bilingual children attending an immersion preschool." Clinical Archives of Communication Disorders 6, no. 3 (2021): 149–59. http://dx.doi.org/10.21849/cacd.2021.00479.

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Purpose: This study aimed to provide a better understanding of the language development of bilingual children who attend a Persian immersion preschool in the United States, with a specific focus on their microstructural language skills derived from a story retell task.Methods: Participants included two groups of preschoolers: 14 Persian-English bilingual children who attended a Persian immersion preschool (2- through 5-years of age) and 16 monolingual English-speaking children who attended an English-only preschool (3- through 5-years of age). Participants completed a story retell task, and th

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DELUCA, VINCENT, JASON ROTHMAN, and CHRISTOS PLIATSIKAS. "Linguistic immersion and structural effects on the bilingual brain: a longitudinal study." Bilingualism: Language and Cognition 22, no. 5 (2018): 1160–75. http://dx.doi.org/10.1017/s1366728918000883.

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Learning and using additional languages can result in structural changes in the brain. However, the time course of these changes, as well as the factors the predict them, are still not well understood. In this longitudinal study we test the effects of bilingual immersion on brain structure of adult sequential bilinguals not undergoing any language training, who were scanned twice, three years apart. We observed significant increases in grey matter volume in the lower left cerebellum, mean white matter diffusivity in the frontal cortex, and reshaping of the left caudate nucleus and amygdala and

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Nahwegahbow, Monica. "Indigenous Language Revitalization: Role of a Bilingual Speech-Language Pathologist." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 18, no. 2 (2011): 36–41. http://dx.doi.org/10.1044/cds18.2.36.

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Due to the risk of language extinction, immersion education is being implemented by Aboriginal communities in Canada and the United States as a language revitalization strategy. This paper describes one successful initiative, the Biidaaban Kinoomaagegamik Immersion Program (BKIP), started in 2006 by the community of Sagamok Anishnawbek (population: 1,400) situated on the north shore of Lake Huron in northern Ontario. The students are educated in Anishnaabemowin (Ojibwe), the primary language of instruction, through the day from senior kindergarten (SK) to Grade 3 with one hour allotted daily t

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Bamford, Kathryn W., and Donald T. Mizokawa. "Additive-Bilingual (Immersion) Education: Cognitive and Language Development *." Language Learning 41, no. 3 (1991): 413–29. http://dx.doi.org/10.1111/j.1467-1770.1991.tb00612.x.

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Marian, Viorica, Anthony Shook, and Scott R. Schroeder. "Bilingual Two-Way Immersion Programs Benefit Academic Achievement." Bilingual Research Journal 36, no. 2 (2013): 167–86. http://dx.doi.org/10.1080/15235882.2013.818075.

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Wei, Liping. "A Quality Chinese-English Bilingual Education Program: Defining Success." Journal of Language Teaching and Research 9, no. 6 (2018): 1191. http://dx.doi.org/10.17507/jltr.0906.08.

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This study aims to provide an in-depth case study of a Chinese-English bilingual program in the largest ISD of a Southwestern state, in the hope of shedding light on what makes a bilingual education program successful. Few research studies have systematically delved into an English-Chinese bilingual program as this one. The study illuminates that children in this immersion program have benefited from "additive bilingualism" in that they have learned a second language at no cost to their first language and also out-scored their non-immersion peers in state standardized exams. Employing qualitat

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Maillat, Didier. "Production, motivation and immersion education : Some recent swiss data." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 23 (April 9, 2022): 155–61. http://dx.doi.org/10.26034/la.cdclsl.2007.1444.

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In this paper, I will be looking at some recent data collected in Switzerland in connection with an ongoing programme funded by the Fonds National Suisse de la Recherche Scientifique, which coordinates a variety of parallel research projects under the general heading of Diversité des langues et compétences linguistiques en Suisse. The present study is derived from a project which focuses on the complex network of relationships which obtain between the competence in the target language and the competence in the subject matter in the context of immersion education (project entitled Construction

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Ballinger, Susan, Roy Lyster, Andrea Sterzuk, and Fred Genesee. "Context-appropriate crosslinguistic pedagogy." Journal of Immersion and Content-Based Language Education 5, no. 1 (2017): 30–57. http://dx.doi.org/10.1075/jicb.5.1.02bal.

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In the field of second language education, researchers increasingly call for crosslinguistic pedagogical practices meant to encourage bilingual learners to draw on all of their linguistic resources regardless of the focus of instruction or the status of the target language. These recommendations include a relaxation of the strict language separation common in many bilingual education programs. Specifically, some Canadian French immersion researchers suggest that it may be beneficial to allow immersion students to use English for peer interaction during instructional time allotted to French. In

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Wang, Kun, and Yi Yang. "A Study of Bilingual Education in Electrical Information Courses Based on Information Technology." Advanced Materials Research 945-949 (June 2014): 3562–65. http://dx.doi.org/10.4028/www.scientific.net/amr.945-949.3562.

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This paper explores the ways to improve efficiency of bilingual education in electrical information courses. Based on the bilingual education practice of Electric Circuits and Data Communications and Networking, a questionnaire was done to illustrate the current problems of bilingual education in our college. After analyzing the factors, the paper argues that bilingual teachers’ training is necessary; bilingual textbooks have to be introduced; dual language immersion works well and autonomous learning platform needs to be developed. The integration of those strategies with information technolo

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Lindholm, Kathryn J., and Zierlein Aclan. "Bilingual Proficiency as a Bridge to Academic Achievement Results from Bilingual/Immersion Programs." Journal of Education 173, no. 2 (1991): 99–113. http://dx.doi.org/10.1177/002205749117300208.

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Wu, Chung-Chin. "Latent Transitions of Learning Interests among Kindergarteners in Hakka Bilingual Teaching Programs." Children 10, no. 7 (2023): 1273. http://dx.doi.org/10.3390/children10071273.

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The profiles of kindergarteners’ learning interests in Hakka bilingual teaching programs are unclear and the effects of these programs on the transition of such interests over the long term are under investigation. This study analyzed the learning interest profiles of 112 kindergarteners (data gathered by kindergarten teachers) enrolled in immersion/non-immersion Hakka bilingual programs in Taiwan. Latent transitions in these profiles were analyzed based on pre- and post-implementation data. The results showed that two different subgroups were identified based on the kindergarteners’ learning

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İnce, Bekir. "Bilingualism Policies and Bilingual Education Programs in European Countries: The Example of Belgium." Turkophone 11, no. 2 (2024): 60–74. http://dx.doi.org/10.55246/turkophone.1383731.

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In our increasingly globalized world, bilingualism is essential. Europe emphasizes bilingualism with the recommendation that every European be fluent in two additional European languages besides their native tongue. Belgium is notably multilingual: 59% speak Flemish, primarily in the north; 40% speak French, mainly in the Walloon region; and a minority speaks German. In Brussels, both French and Flemish are prevalent. Most Belgian companies favor bilingual employees. The study's purpose is to examine bilingualism in Belgium, a multilingual hub and Europe's administrative center.This qualitativ

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de Jong, Ester J. "Program design and two-way immersion programs." Language Immersion Education 2, no. 2 (2014): 241–56. http://dx.doi.org/10.1075/jicb.2.2.06jon.

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Two-way immersion (TWI) programs have provided an effective bilingual alternative to monolingual approaches to educating language minority students. This article reviews the research related to two program design questions: are TWI programs effective for different groups of students within the program and what role does school context play in the program’s effectiveness?

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Zhao, Ruiying. "Key Factors in Children's Second Language Acquisition: Appropriate Age and Suitable Environment." Communications in Humanities Research 65, no. 1 (2025): 56–61. https://doi.org/10.54254/2753-7064/2024.19773.

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Second language acquisition (SLA) is a key focus for educators and linguists as society becomes increasingly bilingual and multilingual. Mastering one language is no longer enough to meet global demands, prompting research into effective SLA strategies. While much of this research targets adult learners, there is growing recognition of the importance of childrens SLA. Understanding the factors that influence childrens language learning is crucial for developing effective teaching methods with both theoretical and practical relevance. Although studies on childrens SLA are limited, a consensus i

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Florentino, Nicole L., Tiffani P. Shelton, Danya S. Lebell, et al. "A-263 Literacy Acquisition Shaped by Bilingual Education." Archives of Clinical Neuropsychology 37, no. 6 (2022): 1412. http://dx.doi.org/10.1093/arclin/acac060.263.

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Abstract Objective: This study investigates how literacy acquisition is shaped by bilingual education. We hypothesize that learning a phonetic language, like Spanish, will improve performance on phonologically-based tasks in English. Comparatively, we expect learning a different orthographic system, like Cantonese, will improve performance on semantically-based English tasks. Methods: Participants included 107 native English speakers between 7 and 9 years old from San Francisco schools. There were 42 children in general education English programs (GENED), 35 in Spanish (Sp) immersion programs,

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Harley, Birgit, Douglas Hart, and Sharon Lapkin. "The effects of early bilingual schooling on first language skills." Applied Psycholinguistics 7, no. 4 (1986): 295–321. http://dx.doi.org/10.1017/s0142716400007700.

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ABSTRACTIn this study, the development of first language (L1) skills among native English-speaking students enrolled in early French immersion programs in Canadian schools is explored. It is hypothesized that the early bilingual schooling received by those majority children will serve to enhance their performance on various kinds of L1 tasks. Some preliminary evidence consistent with this hypothesis is found in a longitudinal comparison of English language test scores obtained over a six-year period by 22 immersion students and 22 regular English program students. Analysis of specific test ite

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Ahmad, Tufail, Arifa Bibi, Umar Farooq, and Ihsan Rabbi. "A Bilingual Immersive Environment for Kids Learning." Journal of Informatics and Web Engineering 3, no. 2 (2024): 105–15. http://dx.doi.org/10.33093/jiwe.2024.3.2.8.

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Virtual Worlds (VWs) provide an improved learning experience as they have an increased level of user participation and technological involvement. They avoid content duplication and following a set of predefined rules to overcome the issues in game environments. VWs are coherent, persistent and collaborative social places that believe in realism through immersion. Client viewer software is used for user immersion in the form of avatars and in-world content creation in these environments. This work presents a simple bi-lingual environment developed for kids’ learning in English and Urdu using th

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Nissilä, Niina, and Siv Björklund. "One-way immersion in Europe." Language Immersion Education 2, no. 2 (2014): 288–302. http://dx.doi.org/10.1075/jicb.2.2.09nis.

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One-way immersion programs were originally designed to provide monolingual majority language speakers a good mastery of a second, foreign, heritage, or indigenous language. This article provides a brief overview of the design of one-way-immersion programs as part of bilingual education in Europe by presenting some of the immersion programs from the following contexts: Basque country, Catalonia, Finland, Ireland and Wales. The implementation of these programs in different European contexts is analysed by looking at different functions of the programs and demographic characteristics in their stu

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Ma'ruf, Haris, and Huyi Intan Sari. "Teachers’ perspectives toward the implementation of bilingual immersion program in Indonesian private schools." EduLite: Journal of English Education, Literature and Culture 5, no. 1 (2020): 118. http://dx.doi.org/10.30659/e.5.1.118-125.

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This research was to find out teachers’ perspectives of the immersion program. For the mathematics, science and social subject teachers, it could ascertain how teachers cope with new challenges because using English to teach was a professional development experience and also could establish baseline approaches for implementing the immersion program. This study provided a picture of non-English teachers’ perception on implementing an immersion program at SMA Islam Sultan Agung 1 Semarang. The data was obtained from questionnaires and observation. The main challenge facing non-English language t

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NICOLAY, ANNE-CATHERINE, and MARTINE PONCELET. "Cognitive benefits in children enrolled in an early bilingual immersion school: A follow up study." Bilingualism: Language and Cognition 18, no. 4 (2015): 789–95. http://dx.doi.org/10.1017/s1366728914000868.

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Recent findings suggested that an L2-immersion school experience produced some of the cognitive benefits associated with early bilingualism. However, the cognitive differences observed might possibly be due to greater cognitive development in the immersion group before the children started the immersion program. The present study thus aimed at revisiting these results in a follow-up design in which children about to begin an L2-immersion program and monolinguals were matched for cognitive development. Our results support the previous findings and this longitudinal study strongly confirms that

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Mary, Latisha, Véronique Lemoine-Bresson, and Anne Choffat-Dürr. "Se distancier du principe monolingue en programme d’enseignement en immersion." Recherches en didactiques N° 36, no. 2 (2024): 85–108. http://dx.doi.org/10.3917/rdid1.036.0085.

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La présente étude s’inscrit dans une recherche collaborative en didactique du plurilinguisme qui conçoit l’enseignement bilingue dans une véritable alternance des langues (Candelier et Castellotti, 2013), y compris celles des familles. Elle examine les discours d’enseignants sur la place et le rôle de la langue dominante (le français), de la langue cible (l’anglais) et des langues parlées à la maison dans une école primaire française en programme d’immersion en anglais. L’analyse des données multimodales et hétérogènes révèle un changement dans la conscience linguistique des enseignants concer

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Smith, Patrick H., and Elizabeth Arnot-Hopffer. "Exito Bilingüe: Promoting Spanish Literacy In A Dual Language Immersion Program." Bilingual Research Journal 22, no. 2-4 (1998): 261–77. http://dx.doi.org/10.1080/15235882.1998.10162725.

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Jeong, Eunsook, and Kang-young Lee. "Bilingual Children’s Writing Development in Two-Way Immersion Programs." Journal of Modern British & American Language & Literature 34, no. 2 (2016): 81. http://dx.doi.org/10.21084/jmball.2016.05.34.2.81.

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Senesac, Barbara V. Kirk. "Two-Way Bilingual Immersion: A Portrait of Quality Schooling." Bilingual Research Journal 26, no. 1 (2002): 85–101. http://dx.doi.org/10.1080/15235882.2002.10668700.

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Garcia, Amaya. "A new era for bilingual education in California." Phi Delta Kappan 101, no. 5 (2020): 30–35. http://dx.doi.org/10.1177/0031721720903825.

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In 2016, California voters overturned a 1998 law that curtailed bilingual instruction throughout the state. After nearly 20 years of “English only” programs, what will it take to restore the schools’ capacity to provide a broader range of services to English Learners, including dual language immersion and other forms of bilingual instruction?

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Umansky, Ilana M., and Sean F. Reardon. "Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms." American Educational Research Journal 51, no. 5 (2014): 879–912. http://dx.doi.org/10.3102/0002831214545110.

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