English Immersion Programs

Imagine a world where there is only one English immersion course language. People can talk without problems. You do not have to be a linguist to understand the language and culture of others. Then think about what language should be. Most people think that English is the next "mother tongue", a language that everyone knows, and people in the world will agree to speak. When people choose to speak in their own language, there will be differences between cultures that will give rise to superiority.

The English immersion program now known as the Structured English Immersion Program (SEI) is most effective. In these courses, students will learn the English language learning, speaking, reading, writing, and acquiring the vocabulary necessary to learn English throughout the grade (or more if necessary). If students become proficient in English, they will join the class with classmates in the general classroom. In California and Arizona states students have passed the reading comprehension test and mathematical test scores in English for an average of 2 years, according to state test reports. These results are not uncommon

In the full English immersion program, children learn all subjects in English (except my own language). In a partial immersion course, half of the subjects can be used in their own language and the other half in foreign languages. Partial immersion courses begin with a few subjects or hours of foreign language instruction, then gradually increase the number of subjects and the language class hours of the foreign language gradually. Some people try to give children the opportunity to learn math, science and social studies in local and foreign languages ​​in 6 years. In some projects, children continue to undertake immersion courses at secondary schools. Additional immersion courses can begin at any age in junior high school, but most begin at elementary school (Faulkner-Bond et al., 2011).

Two proven Native American language immersion courses were held in Hawaii and the Navajo countries, applying Canadian highly efficient French - English immersion program and Aotearoa / New Zealand Maori language immersion program. These programs effectively promote children's bilingual and academic performance and are models for other indigenous language education programs and policies. In addition to improving reported student behavior, immersive students also score higher than nonimmunity students in the same district (Johnson & Wilson, 2005; Johnson & Legatz, 2006). Johnson and Wilson (2005) summarizes the lessons learned from the implementation of window lock immersive learning. This includes improving the retention of students and teachers, and involving families in achieving results and identifying student identity.