Immersion as a Language teaching Method
Second language learning is an individual process where a learner is able to interpret and process incoming language data which is different from the native language. The process of language acquisition includes the practice of the target language. The practice is helpful in the development of correct language habits. The process of second language learning is affected by the native language. Various learning methods are implored to establish learners’ ability to understand and use the second language efficiently. Second language learning is effectively done through immersion: the adoption of immersion as teaching method enhances learner fluency and comprehension.
Secondly, regulation as a correction system works in the perfection of the target language. Linguistically, language cannot be learner in isolation. This theory has been proven in children. Children learnlanguage through the regulation of the activities. Sociocultural belief is the centrality of language as a ‘tool of thought’ or a means of meditation in mental activity (Mitchell et al 221). Through the direction of attention, the learner is able to rehearse information that is learned. Through immersion, the learner is confronted with real life situations. This requires the learner to apply lessons learned in the classroom in real life situations. In the real life situation, the learner formulates a plan that establishes the steps to be taken in the solving of a problem. The regulation establishes a basis for the internalization of information of the classroom lessons.
Also imitation, as a practice method, establishes language proficiency. Imitation is a mechanism by which second language learners build up their resources (Gass 295). The adoption of prefabricated patterns of input allows replay of the same when confronted in a similar situation as a sequence. Cultural exposure for the students establishes a means for imitation. Through immersion, second language learners work along cultural lines to establish linguistic authentic speech (Jones 3). Natives of the target language offer opportunities to encounter the different language structures in use. Through immersion, the students are availed to the flexibility of the language. In this, learners are able to manipulate similar language structure in different situations. The cultural interaction offers the natives as an infinite language database. Through interaction, the native speakers offer guidance to the learners. Without the supervision of the teacher, self-reflection by the learner establishes cultural footing in freedom.
However, immersion is an expensive venture. The second language learners are required to have constant interaction with the native speakers. This involves travel to the target countries. In the U.S.A the immersion programs are offered in limited states, such as a Miami, Florida. In these areas educators felt it necessary for children’s future economic and social prosperity(‘What Research says about Immersion”). Like other learning methods, immersion is not a guarantee. Learners take a longer time in the adoption of the language. The immersion experience offersasubstitution practice. As a method, it only focuses on the interpretation of verbal language and situational application (Pirate island: an immersion-style language-learning RPG”). This is limited knowledge that only offers basic language skills. The limitation affects the comprehension of the language as it does not focus on the communicative aspects of reading and writing.
Moreover, immersion allows for cross language transfer. The second language learners are still in touch with the first language rules and regulation. The first or native language is established within the cognitive skills of the learner. The learners tend to generalize the grammatical rules of the first language into the second language. This is an auto regression effect that establishes means for cross language transfer. The transfer affects the fluency and comprehension of language of the second language learner (“Pirate island: an immersion-style language-learning RPG”). The transitional bilingual education offered in the immersion method attempts to repress the language facility in the native language in order to offer room for the second language(Winsler et al). This causes cultural clash between the person and his immediate surroundings. This slows down the second language learning by the learner.
Finally, immersion establishes autonomous functioning and a pillar ofself-regulation. This offers skills to the second language learner in the target language. Moreover, the guidance of the native speakers works in enhancing the understanding of the language. The cultural situations which the person is confronted with initializes collaborative talk that triggers internalization. The practice of the target language within its cultural setting enhances new knowledge and skills in the learner’s individual consciousness. As a learning facility, immersion triggers collaborative inter- mental activity resulting in autonomous intra-mental activity. Through immersion, problem solving skills are adopted by the learner by imitation. Although travelling is strenuous to the learner and is a major hindrance in the education process, technological advancement has confronted this problem. Pirate Island is a role playing videogame for foreign language learning(“Pirate island: an immersion-style language-learning RPG”). This is one of the major technological advancement that has closed distances within continental range allowing immersion to be used as a teaching method. Personal or shared journals, learner logs, or blogs offer intercultural exchanges or experiences within the target culture in order to reflect on the significant encounters (Jones 5). The technological advancement has led to the improvement of the teaching method in order to facilitate its use in schools.
In conclusion, immersion is a proper language learning method. The autonomous functioning established by the use of the target language in culturally authentic situations work offers knowledge of the target language. Moreover, the cultural interaction triggers self-regulation that cannot be established in real life situations. Interaction within the cultural setting, builds learner confidence and fluency. Thus, it is conclusive that immersion proves to be a valuable teaching method.
Work Cited
Fortune, Tara Williams. "What the research says about immersion." Center for Advanced
Research on Language Acquisition. Web 25 (2013).
Gass, Susan M. Second language acquisition: An introductory course. Routledge, 2013.
Godwin-Jones, Robert. "EMERGING TECHNOLOGIES INTEGRATING INTERCULTURAL
COMPETENCE INTO LANGUAGE LEARNING THROUGH TECHNOLOGY." Announcements & Call for Papers (2013): 1-10
Goldman, Alexander, and Monchu Chen. "Pirate Island: an immersion-style language-learning
Mitchell, Rosamond, Florence Myles, and Emma Marsden. Second language learning theories.
Routledge, 2013.
RPG." Proceedings of the 12th International Conference on Interaction Design and
Children.ACM, 2013.
