Immersion Education

doi:10.1017/CBO9781139524667

Immersion Education

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Edited by Robert Keith Johnson, The University of Hong Kong, Merrill Swain, Ontario Institute for Studies in Education

Publisher:: Cambridge University Press
Online publication date:: October 2012
Print publication year:: 1997
Online ISBN:: 9781139524667
DOI:: https://doi.org/10.1017/CBO9781139524667

Series:: Cambridge Applied Linguistics
Subjects:: Books for Teachers, Applied Linguistics, ELT Applied Linguistics

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The wide range of languages and purposes now served by immersion worldwide is illustrated by case studies of thirteen programs.Immersion, a relatively new approach to bilingual education, originated in Canada. It uses the target language as a medium of instruction in order to achieve "additive bilingualism" -- a high level of second language proficiency. The wide range of languages and purposes now served by immersion worldwide is illustrated by case studies of thirteen programs presented and discussed in this paperback edition. The introductory chapter defines immersion education theory and practice and shows how this approach differs from other forms of bilingual education.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-viii
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List of contributors
pp ix-x
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Series editors' preface
pp xi-xii
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Preface
pp xiii-xvi
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Chapter 1 - Immersion education: A category within bilingual education
pp 1-16
- By Merrill Swain, Ontario Institute for Studies in Education of the University of Toronto, Canada, Robert Keith Johnson, The University of Hong Kong, Hong Kong
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I - IMMERSION IN A FOREIGN LANGUAGE
pp 17-18
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Chapter 2 - Immersion in Hungary: An EFL experiment
pp 19-43
- By Patricia A. Duff, University of British Columbia, Vancouver, Canada
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Chapter 3 - Benowa High: A decade of French immersion in Australia
pp 44-62
- By Michèle de Courcy, University of Melbourne, Australia
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II - IMMERSION FOR MAJORITY-LANGUAGE STUDENTS IN A MINORITY LANGUAGE
pp 63-64
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Chapter 4 - “Late, late immersion”: Discipline-based second language teaching at the University of Ottawa
pp 65-84
- By Sandra Burger, University of Ottawa, Canada, Marjorie Wesche, University of Ottawa, Canada, Mariette Migneron, University of Ottawa, Canada
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Chapter 5 - Immersion in Finland in the 1990s: A state of development and expansion
pp 85-102
- By Siv Björklund, University of Vaasa, Finland
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III - IMMERSION FOR LANGUAGE REVIVAL
pp 103-104
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Chapter 6 - Indigenous language immersion in Hawai'i: A case study of Kula Kaiapuni Hawai'i, an effort to save the indigenous language of Hawai'i
pp 105-130
- By Helen B. Slaughter, University of Hawai'i at Manoa, United States
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IV - IMMERSION FOR LANGUAGE SUPPORT
pp 131-132
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Chapter 7 - The Catalan immersion program
pp 133-150
- By Josep Maria Artigal, European Institute of Immersion Education, Barcelona, Spain
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Chapter 8 - Reflections on immersion education in the Basque Country
pp 151-166
- By Jesus Arzamendi, Institute of Pedagogy of Languages (HIZPEI), San Sebastian, Spain, Fred Genesee, University of California at Davis, United States
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V - IMMERSION IN A LANGUAGE OF POWER
pp 167-170
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Chapter 9 - The Hong Kong education system: Late immersion under stress
pp 171-189
- By Robert Keith Johnson, University of California at Davis, United States
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Chapter 10 - Immersion in Singapore preschools
pp 190-209
- By Audrey Lim Swee Eng, National Institute of Education, Singapore, Linda Gan, National Institute of Education, Singapore, Pamela Sharpe, National Institute of Education, Singapore
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Chapter 11 - The Molteno Project: A case study of immersion for English-medium instruction in South Africa
pp 210-238
- By Charles Nuttall, The British Council, Malawi, David Langhan, Molteno Project, Johannesburg, South Africa
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VI - LESSONS FROM EXPERIENCE AND NEW DIRECTIONS
pp 239-242
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Chapter 12 - Lessons from U.S. immersion programs: Two decades of experience
pp 243-264
- By Myriam Met, Montgomery County Public Schools, Rockville, Maryland, United States, Eileen B. Lorenz, Montgomery County Public Schools, Rockville, Maryland, United States
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Chapter 13 - Innovations in immersion: The Key School two-way model
pp 265-283
- By Nancy C. Rhodes, Center for Applied Linguistics, Washington, DC, United States, Donna Christian, enter for Applied Linguistics, Washington, DC, United States, Susan Barfield, EdCon International, Groton, Connecticut, United States
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Chapter 14 - From semantic to syntactic processing: How can we promote it in the immersion classroom?
pp 284-310
- By Maria Kowal, Ontario Institute for Studies in Education of the University of Toronto, Canada, Merrill Swain, Ontario Institute for Studies in Education of the University of Toronto, Canada
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Index
pp 311-315
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Immersion Education

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Contents

Frontmatter
pp i-iv

Contents
pp v-viii

List of contributors
pp ix-x

Series editors' preface
pp xi-xii

Preface
pp xiii-xvi

Chapter 1 - Immersion education: A category within bilingual education
pp 1-16

I - IMMERSION IN A FOREIGN LANGUAGE
pp 17-18

Chapter 2 - Immersion in Hungary: An EFL experiment
pp 19-43

Chapter 3 - Benowa High: A decade of French immersion in Australia
pp 44-62

II - IMMERSION FOR MAJORITY-LANGUAGE STUDENTS IN A MINORITY LANGUAGE
pp 63-64

Chapter 4 - “Late, late immersion”: Discipline-based second language teaching at the University of Ottawa
pp 65-84

Chapter 5 - Immersion in Finland in the 1990s: A state of development and expansion
pp 85-102

III - IMMERSION FOR LANGUAGE REVIVAL
pp 103-104

Chapter 6 - Indigenous language immersion in Hawai'i: A case study of Kula Kaiapuni Hawai'i, an effort to save the indigenous language of Hawai'i
pp 105-130

IV - IMMERSION FOR LANGUAGE SUPPORT
pp 131-132

Chapter 7 - The Catalan immersion program
pp 133-150

Chapter 8 - Reflections on immersion education in the Basque Country
pp 151-166

V - IMMERSION IN A LANGUAGE OF POWER
pp 167-170

Chapter 9 - The Hong Kong education system: Late immersion under stress
pp 171-189

Chapter 10 - Immersion in Singapore preschools
pp 190-209

Chapter 11 - The Molteno Project: A case study of immersion for English-medium instruction in South Africa
pp 210-238

VI - LESSONS FROM EXPERIENCE AND NEW DIRECTIONS
pp 239-242

Chapter 12 - Lessons from U.S. immersion programs: Two decades of experience
pp 243-264

Chapter 13 - Innovations in immersion: The Key School two-way model
pp 265-283

Chapter 14 - From semantic to syntactic processing: How can we promote it in the immersion classroom?
pp 284-310

Index
pp 311-315

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Immersion Education

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