The Most Effective Way of Language Teaching: Language Immersion - Term Paper Example

Introduction Language immersion is a method of teaching language in which the learner is instructed directly in the language to be acquired (Freeman, 2005). Using this method the learners are instructed in the target language regardless of whether it is their first native language [L1] or a second language [L2]. Immersion has many advantages and some disadvantages as well, compared to other methods of instruction (Freeman, 2005). The method of immersion can be traced back to Canada in the 1960s where it was first used in the teaching of French Language to the English speakers. The aim of using the method was to give the learners a more holistic appreciation of the language and the French culture. This method proved to be very effective and thus gained a lot of popularity. This lead to its being widely used in Canada, the US and Europe; to teach languages such as English, French, Spanish and German, among others (Byram, 1994). This method is especially important in Early Childhood Education since children are in the formative stages of their language acquisition. It is therefore very important to take into careful consideration the best way possible for them to acquire the language. Moreover, children are not that good at their first language either and so using it as the mode of instruction for L2 learning confuses them even more than using the L2 language itself for instruction (Freeman, 2005). This paper sets out to analyze the effectiveness of immersion viz the tradition L2 instruction method and highlights the achievements of the method in the past. Effectiveness of Immersion The more traditional method of language teaching involves the learner’s first language being used for instruction while the target language is only regarded as the subject of study. This method though effective in the long run has the disadvantage of making the learners take long to fully experience and master the language and its accompanying culture. This is as opposed to immersion which gives the learners an immediate feel of the language even as they acquire it (Freeman, 2005). The fact that instructions are being issued in the target language enables the learners to feel the language rather than just learn it. Language is a practical tool used for communication. Experiencing this communication as it takes place between the tutor and the learner helps the latter to internalize the language in a functional manner thus making its subsequent application easier. This is as opposed to where the language is treated as a subject, where the learner is alienated from the language for some time before finally internalizing it (Freeman, 2005). Application of the language also comes with application of the culture of the native speakers. Where creative aspects like idioms and proverbs are used, the culture of the native speakers is easily captured. The learner finds it easier to relate to a culture that is applied directly and on a daily basis, than one that is merely taught (Pinker, 1994). Naturally, the application of this method may be difficult in the beginning, especially where one is an L2 learner. It is difficult and confusing for the learners before they master some of the basic instructions used. This causes anxiety in the learners that impedes learning at these earlier stages. However, with time the learners master basic instructions and end up acquiring the language better because of its practical application (Freeman, 2005). There are two basic types of immersion. One is the where the learners are at the same level of language acquisition and is simply known as immersion. The second is where some of the students are ahead of the others and so the less knowledgeable learners undergo what is known as submersion. In other words they are submerged among the “floating” students who have a better knowledge of the language (Byram, 1994). Both methods however work the same way in that all the students learn within an environment of the language in active use (Pinker, 1994). Pros and Cons of Immersion The main advantage of the immersion method as has been stated before is the practical manner in which it helps the learners to master the language. Once the learners internalize the instructions they master them and expand their vocabulary from then on. This is as opposed to the L1- L2 method in which the learners are forced to think in one language and then respond in another (Byram, 1994). Studies have also shown that the immersion method results in a better acquisition of the language since the learners are in the environment in which the language they are learning is in everyday use. As the learners become more confident they experience less anxiety and use the language more freely. When this happens they tend to be ahead of those who undergo the alternative method (Pinker, 1994). The most glaring disadvantage of immersion is in the teaching of abstract concepts. It is quite easy to teach concrete objects which can be shown physically or through pictures to the students. In this way, names of physical objects such as cups, trees, houses and so on can easily be taught. However, abstracts such as God, beauty, hope, etc are much more difficult to teach. In this sense the use of the L1 is sometimes inevitable in explaining such concepts. They can also be learned by inference over time in case the L1 is unknown to the instructor (Byram, 1994). Nevertheless, it is important to note that children do learn these abstract components of language from their natural environment when they grow up. So if it is possible for a child to learn these concepts when acquiring their first language, which is generally through immersion, then they can also learn the same in class by making inferences as they grow in the language (Pinker, 1994). The traditional L1- L2 instruction method has only one main advantage: it is easier to apply at the beginning stages. This of course is assuming that the learners all share the same L1 language. In that case it is easier to introduce words in the new language using the original one. The learners tend to experience less anxiety at this point since they are moving from the familiar first language to the unchartered territory of the new language (Steven et al, 2001). Undoubtedly the advantage above is totally lost if the learners are from different language backgrounds. The only practical way to teach is through immersion since they cannot be instructed in any particular language. That is also the case when the instructor does not speak the first language of his students. So clearly in some cases, the use of immersion can work in many diverse circumstances while the L1-L2 instruction method cannot at all work in certain circumstances (Steven et al, 2001). Another major advantage of the immersion method is that nothing is lost in translation. Certain concepts and ideas tend to lose meaning when they are translated outside their cultural context. So, teaching a second language using the first language ends up watering down the concepts that are passed. This is not a problem where immersion is used since the learners internalize ideas based in their natural context. This makes them appreciate the concepts better and more accurately (Steven et al, 2001). Conclusion Despite its mentioned weaknesses, immersion has proved over time to be the most effective way of language teaching. Learners usually get to master the language better and use it more fluently after a period of mastering, Modern language teaching is tending more towards immersion for this very reason (Pinker, 1994). In the case of Early Childhood Education, this remains the most effective way of teaching since learners are at a crucial stage of developing their language. Children are naturals at acquiring language just from observing users and making their own inferences on meaning (Freeman, 2005). They natural way in which they acquire language from their society is through immersion in this should be transferred to the class. References Byram, M. (1994). Teaching-and-Learning Language-and-Culture. Philadelphia: Multilingual Matters. Freeman, Y. (2005). Dual Language Essentials for Teachers and Administrators. Portsmouth: Heinemann. Pinker, S. (1994). The Language Instinct: How the Mind Creates Language. New York: Harper Collins Steven, C. H., Barnes-Holmes, D., & Roche, B. (2001). Relational Frame Theory: A Post-Skinnerian Account of Human Language and Cognition. New York: Plenum Press. . Read More