How Are Dual Immersion Programs Implemented?
Christian, Howard & Loeb (2000) describe how dual immersion programs are implemented and the effect that they have on students. The goal for these dual immersion programs is to develop a high level of proficiency in both the first and the second language, as well as grade level academic achievement and cross-cultural skills. Dual immersion programs are implemented according to the student population. The features and variations of the program depend on many factors, including local policy, the grade levels that are served, languages that are needed for instruction, and the time spent on each one.
Most dual immersion programs serve elementary level students, also, which is very limiting to the entrance of monolingual students after the third grade. That is due to the difficulty of students who need to catch up with bilingual competence after that grade. Students benefit from dual immersion programs, but the language minority student who already speaks his first language well benefits most. This is due to the fact that strong first-language skills transfer, therefore facilitating the learning of the second language.
Dual immersion programs are very demanding from an instructional perspective. It is important that teachers are able to ensure credentials to teach in these kinds of programs. Presently there are few, if any, teacher college preparation programs that include dual immersion specialization. Teachers have to focus on second language development while they are making the lessons challenging for a native speaker. Both experiential and cooperative learning strategies are very highly recommended.
These strategies are ones that can be implemented while teaching thematic units. Christian, Howard, & Loeb (2000) state that, as the country strives to provide education with high standards for every student, and as the country seeks to include language competence in at least two languages, dual immersion programs offer a great deal of promise for all kinds of students. These kinds of programs help to expand the country's language resources by both conserving and increasing language skills that are used by the minority students as well as adding another language to the native speaker.
Knowledge is presented in the mind, but it has to be used in comprehension in order to infer meaning. The concept of schema theory, then, is ubiquitous within the reading comprehension literature. This ubiquity has often confused the understanding of the way knowledge is being used and conceptualized in second-language reading comprehension. Nassaji (2002) analyzes assumptions to the underlying schema theory and provides a construction-integration model of comprehension applicable to second-language reading.
Schema theory, says Nassaji (2002), employs five processes to explain how knowledge is represented in the mind. These are selection, abstraction, interpretation, integration, and reconstruction. The schema views knowledge used in comprehension as mind structures used for mapping information from text. These structures are both predictive and controlled by a reader. Schema theory also assumes that the inferences made in comprehension are made in a reader's mind and based on that reader's prior experiences. The role of both prior knowledge and experiences in second language reading comprehension is very well established.
It is, almost exclusively, in schema theory's context. The major strength of the theory is that it both clarifies and emphasizes the importance of having prior knowledge structures and their effects on second language reading comprehension. The theoretical model of construction integration combines text with integration processes memory and recall, and that helps educators understand and expand what may not fully be explained in schema theory in regard to second-language reading.
Teachers should be enabled to make a distinction between students who may have syntactic and lexical skills of a second language but are unable to use it for comprehension of text, and those students who lack a knowledge base that is generally required for understanding in a second-language text. Nassaji (2002) states that second-language reading comprehension is a function of using multiple sources of knowledge that are too complex to be accounted for by a simple and expectation-driven conception of the role of knowledge. Nassaji (2002) also states that the need for a theory-based approach to research that will explore the mechanisms underlying these complex processes is evident. Nassaji's (2002) theoretical synthesis suggests computational and memory-based models help to provide a framework to explore the processes of second-language reading comprehension.
A shift toward a form-focused instruction has been taking place for teaching dual immersion and second-language learners. However, there has been very little written about how to perform this kind of approach within the classroom setting. Significant research evidence...
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