| Language Immersion |
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Fifty to one hundred percent of class time is spent in the foreign language. Subject matter taught in foreign language and language learning per se is incorporated as necessary throughout the curriculum. The goals are to become functionally proficient in the foreign language, to master subject content taught in the foreign languages, and to acquire an understanding of and appreciation for other cultures. This type of program is usually sequential, cumulative, continuous, proficiency-oriented, and part of an integrated grade school sequence (most frequently in the U.S. in grades K-6). Two-Way Immersion At least half of the class time is spent learning subject matter in the Foreign Language and language learning per se is incorporated as necessary throughout the curriculum. The student population consists of both native speakers of English and of the Foreign Language . The goals are to become functionally proficient in the Foreign Language that is new to the student, to master subject content taught in the foreign languages, and to acquire an understanding of and appreciation for other cultures. This type of program is usually sequential, cumulative, continuous, proficiency-oriented, and part of an integrated grade school sequence (most frequently in the U.S. in grades K-6).There are various models of instruction, that employ different ratios of the target language to the native language. These can range from 90:10,where 90 percent of the instruction is in the target language and 10 percent is in the native language to 50:50, where the instruction is divided evenly between the two languages. Partial Immersion About half of the class time is spent learning subject matter in the Foreign Language and language learning per se is incorporated as necessary throughout the curriculum. The goals are to become functionally proficient in the Foreign Language (though to a lesser extent than through Total Immersion), to master subject content taught in the foreign languages, and to acquire an understanding of and appreciation for other cultures. This type of program is usually sequential, cumulative, continuous, proficiency-oriented, and part of an integrated grade school sequence (most frequently in the U.S. in grades K-6). Content-Based FLES About 15-50% of class time is spent in the foreign language and time is spent learning per se as well as learning subject matter in the foreign language. The goals of the program are to acquire proficiency in listening, speaking, reading, and writing the foreign language, to use subject content as a vehicle for acquiring foreign language skills, and to acquire an understanding of and appreciation for other cultures. This type of program is usually sequential, cumulative, continuous, proficiency-oriented, and part of an integrated grade school sequence (most frequently in the U.S. in grades K-6). FLES Five to fifteen percent of class time is spent in the foreign language and time is spent learning language per se. It takes a minimum of 75 minutes per week, at least every other day. The goals of the program are to acquire proficiency in listening and speaking (degree of proficiency varies with the program), to acquire an understanding of and appreciation for other cultures, and to acquire some proficiency in reading and writing (emphasis varies with the program). This type of program is usually sequential, cumulative, continuous, proficiency-oriented, and part of an integrated grade school sequence (most frequently in the U.S. in grades K-6). FLEX FLEX stand for "Foreign Language Experience". It includes frequent and regular sessions over a short period of time or short and/or infrequent sessions over an extended period of time. Class is usually almost always in English. Only one to five percent of class time is spent sampling each of one or more languages and/or learning about language. The goals of the program are to develop an interest in foreign languages for future language study, to learn basic words and phrases in one or more foreign languages, to develop careful listening skills, to develop cultural awareness, and to develop linguistic awareness. This type of program is usually noncontinuous, not part of an integrated school sequence, and occurs in the U.S. in grades K-8. RELATED LINK EXTERNAL LINKS
REFERENCES Anderson, H., & Rhodes, N. (1983). Immersion and other innovations in U.S. elementary schools. In: "Studies in Language Learning, 4" (ERIC Document Reproduction Service No. ED 278 237) Andrade, C., & Ging, D. (1988). "Urban FLES models: Progress and promise." Cincinnati, OH and Columbus, OH: Cincinnati Public Schools and Columbus Public Schools. (ERIC Document Reproduction Service No. ED 292 337) Chen, Ya-Ling (2006). The Influence of Partial English Immersion Programs in Taiwan on Kindergartners' Perceptions of Chinese and English Languages and Cultures. The Asian EFL Journal Vol 8(1) http://www.asian-efl-journal.com/March_06_ylc.php Criminale, U. (1985). "Launching foreign language programs in elementary schools: Highpoints, headaches, and how to's." Oklahoma City, OK. (ERIC Document Reproduction Service No. ED 255 039) Curtain, H., & Pesola, C.A. (1994). "Languages and children-Making the match. Foreign language instruction in the elementary school." White Plains, NY: Longman Publishing Group. Thayer, Y. (1988). "Getting started with French or Spanish in the elementary school: The cost in time and money." Radford, VA: Radford City Schools. (ERIC Document Reproduction Service No. ED 294 450) The Wingspread Journal. (July 1988). "Foreign language instruction in the elementary schools." Racine, WI: The Johnson Foundation. |
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