Immersion Education
In a language immersion program the ideal is to have the maximum of instructional time in the target language. It increases the proficiency in the target language and the likelihood of getting cognitive benefits, according to Cumming’s threshold theory. However, English has to be introduced at some point in the program. It often occurs in second grade but can be delayed as late as fourth grade. Standardized State tests in 3rd grade probably motivate English instruction which usually increased each year by about 10% to reach around 50% in 5th grade. This is the minimum amount of target language to be a full immersion program. However, studies show that the most efficient ratio is 80/20 because there is no significant difference in English between 50% and 20% of instructional time. But there is a significant difference in the target language if the instructional time increases from 50% to 80%. Furthermore, with the proliferation of tests following no child left behind, it would be best to find standardized tests in the target language. This would give more importance to the target language especially toward parents and increase the time spend in the target language.
Good practice in immersion education suggests that students learn better when instruction in English is clearly separated from instruction in the target language. Some schools even have English has a pull-out program with a different teacher which is ideal. Consequently translation in class should be avoided, also because it leads students to process the target at the first level which consists in using English structure with foreign words. The focus should be to have students at level two, using the target language to think and communicate without transiting in English.
Philippe Corbaz (9/20/2005)
