EARLY BILINGUAL EDUCATION BY IMMERSION METHOD Edita Kriinien

EARLY BILINGUAL EDUCATION BY IMMERSION METHOD Edita Kriščiūnienė, 28 April 2018

IMMERSION METHOD

IMMERSION METHOD This method: • Attempts to recreate an environment close to that of bilingual family • Teaches language by using it in everyday activities • Is regarded by some researchers as the strongest method of foreign language teaching in strong native language environments • Is not suitable or may even be harmful in strong foreign language environments as it may drive assimilation.

IMMERSION METHOD The main results of Canadian research on immersion programs (Wesche 2002): • No negative influence on understanding of subject matter • No negative effect on the development of the native language • Much better foreign language skills compared to students of traditional teaching methods • Method suitable to students of varying capability levels.

FEATURES OF STRONG BILINGUAL PROGRAMS Linguistic criteria

SEPARATION OF LANGUAGES • Various ways to separate languages are possible – by alternating days, periods of a day, subjects. • Time must be allocated for activities in foreign language alone • The best strategy is to use one person one language method.

SEPARATION OF LANGUAGES Foreign language teacher: • Speaks in foreign language only • Speaks a lot (combines speech and actions, acting) • Avoids simplifying the language, uses rich vocabulary and variety of structures • If necessary, speaks slower, paraphrases • Does not translate or switch languages, but… • Repeats child’s sayings in foreign language • Changes, expands, paraphrases child’s sayings in foreign language • Rephrases using proper grammar in foreign language • Encourages children to use language, but uses no force. Source: Burmeister, P. ir Ania Steinlen. Early Immersion: Teaching Principles.

RATIO OF NATIVE AND FOREIGN LANGUAGE USE • Two language programs – approximately 50%-50%; • Immersion programs – approaching 80 -100%; • The more foreign language, the better results without negative influence on the native language • Opportunities to use the foreign language outside the kindergarten need to be considered.

GROUP COMPOSITION • Research on the appropriate group composition is quite scarce; however: • Ideally, the ratio of native and foreign language speakers that is at 2: 1 or lower encourages and creates opportunities for children to use the foreign language • Opportunities should be created for children to use the foreign language in an information environment; • Some researchers recommend grouping children by level of their foreign language for certain activities.

FEATURES OF STRONG BILINGUAL PROGRAMS Educational criteria

EDUCATIONAL CRITERIA These are criteria that speak of: • Qualities of instruction (teaching) plans • Teacher commitment to bilingualism and their readiness. Examples provided further in the presentation are from presentation by Petra Burmeister and Ania Steinlen Early Immersion: Teaching Principles (Ankstyvasis panardinimas: mokymo principai), ELIAS project.

RICH LEARNING ENVIRONMENT Multi-sensory learning: Explore content, composition, texture Get acquainted with terminology Practical application • These same categories are ‘recycled’ in foreign language various different ways in activities, songs, fairy tales. • Children are given positive feedback, are encouraged to express their understanding non-verbally too!

COMPREHENSIVE INFORMATION Comprehension occurs when information is presented in a clear manner. Information is presented in a clear manner when it is supported by visual material, non-verbal communication, impressions, experience…

COMPREHENSIVE INFORMATION Teacher contextualizes the foreign language: • Non-verbally: gestures, body language, pantomime • Verbally: references, directions ‘Look!’, ‘Here’, ‘There’, by accenting and selecting appropriate intonation • Visual materials: 3 D models, pictures, filmed material. • Other activities: • Stories with omitted words; • Performances, improvisation with children; • Finding differences / similarities in pictures • Problem solving together. The connection between what is being said and the situation must be obvious. “Silent movie” method

COMPREHENSIVE INFORMATION Not clear: Clearer: Source: Burmeister, P. : Foreign Language Learning in Elementary Immersion Programs. 2009

STRUCTURE THAT SUPPORTS LEARNING Appropriate structure to support learning: • Organizational structure: • Clear and anounced schedule • Sounds, pictures and other signaling for various activities. • Linguistic structure: • A set of standard names and expressions, a naming convention • Songs and poems used as signals.

FEATURES OF STRONG BILINGUAL PROGRAMS Sociocultural criteria

GOLDEN RULES OF A SUCCESSFUL PROGRAM Parents (family): • Trust the immersion method, support its application • Take interest in child’s activities and stories • Participate in kindergarten activities • Regularly read to child in native language • Engage in verbal communication with the child • Encourage the child to use the foreign language, but do not force to demonstrate his/her skills in front of friends, family, etc. • Cooperate with the teachers.

WHAT DID WE LOOK AT? • Immersion method • Features of strong bilingual programs: • Linguistic criteria • Educational criteria • Sociocultural criteria

I WISH YOU THE BEST OF LUCK AND PATIENCE IN YOUR DIFFICULT, BUT MEANINGFULL WORK!

USEFUL INFORMATION http: //www. elias. bilikita. org/

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