Module 3
Lesson 4
Maintenance Multilingual Education
Immersion of foreign Language instruction
Learning Outcomes
1. Understand the Maintenance Multilingual Education
2. Define and identify the Immersion of foreign Language instruction.
Introduction
1.
Maintenance Multilingual Education- aims to develop multilingual societies by focusing on Academic
development in the MT thru the school years while developing two or more additional languages.
A widespread understanding of MLE programs (UNESCO, 2003, 2005) suggests that instruction take place in
the following stages:
Components of Multilingual Education
Strong Bridge Strong Foundation
An essential difference between MLE programs Research shows that children whose early
and rural “mother tongue education” programs is education in the language of their home tend to
the inclusion of a guided transition from learning be better in the later years of their education.
through another tongue .
4 Stages of Multilingual Education
Stage I - learning takes place entirely in the child's home language
Stage II - building fluency in the mother tongue. Introduction of oral L2.
Stage III - building oral fluency in L2. Introduction of literacy in L2.
Stage IV - using both L1 and L2 for life long learning.
What is Language Immersion?
Language immersion is basically a method developed to teach people a second language, in which the
language being taught is used specifically for instruction purposes.
Immersion programs that exist today actually originated in Canada in the 1960's, when middle-class
English speaking parents campaigned for their children to be taught French through the experimental technique
of language immersion. This enabled tutors to try and teach their students about specific French culture and
traditions and to help them appreciate and understand them.
Unlike more traditional language teaching programs, where the language is taught simply as a subject to
be learned, language immersion focuses more on the second language being a tool which is used to immerse the
student completely within the subject.
Types of language immersion can also be characterized by the total time students spend in the
program. Altogether, there are typically five different types of language immersion that are based on the
extent of the immersion.
Firstly, there is Total Immersion, which is where students spend 100% of their class time in the foreign
language. The goal of Total Immersion is to encourage students to get used to using their second language casually
and within spontaneous conversation, rather than planned sentences that are learned off by heart.
The second type if Partial Immersion, which is where 50% of class time is spent learning the language.
The main focus of Partial Immersion is to teach students about the culture of the country whose language they
are studying.
Thirdly, there is two-way immersion, also known as dual immersion, where half of the student population
consists of people who know two or more languages. In two-way immersion, class time is split in half, each half
focusing on one of the two languages. This method encourages the two sets of children to interact and teach each
other so that they all eventually become bilingual. In FLES (Foreign Language in Elementary Schools) programs,
5-15% of class time is spent in the foreign language, and the rest of the time is devoted to learning the language
itself. The main goals of FLES programs are to achieve accuracy and proficiency in listening and speaking, and
to acquire a thorough knowledge of the cultures of that country.
Finally, there are FLEX (Foreign Language Experience) Programs which consist of short but regular
sessions over a certain period of time. Although only 1-5% of class time is spent using the foreign language, the
main goal of FLEX programs is to spark an interest within children about foreign languages so that they may
continue on in further education to learn that language.(Teachnology, 2020).
Module 3 Lesson 4 Activity
ASSESSMENT TASK
Name:_________________________
Section/Course:_________________
Part 1. Reflection about the topic
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Grading Rubric for Reflection
Performance 5 3 1 Total
Element
Cohesiveness of The essay is linear in The essay attempts to tie The reflection provides the
Essay presentation. All artifacts artifacts together. The ‘big picture’ of the
are listed and described student provides some student’s experiences. The
separately and at length. personal insight into how student interweaves
Personal insight into how artifacts were beneficial. information regarding
these artifacts benefited the The student has created a specific artifacts and how
student is not provided. general picture of their these artifacts were
The ‘big picture’ of the experiences. The beneficial. The reviewer is
student’s experiences is not reviewer understands that left with several details
evident. The reviewer the student gained clinical which make the student’s
understands what each and academic knowledge experience unique
artifact is but not how they and skills.
tie together.
Experiences & Insight into the reflection The reflection leaves a The reflection leaves an
Accomplishments process is not evident as weak impression on the impression on the reader
the writer did not articulate reader about what the about what the student
what was learned and what writer learned. Insight learned. Insight into the
needs to be developed in into the reflection process reflection process is
the future. is not evident as the writer somewhat evident as the
did not clearly articulate writer articulated what
what needs to be needs to be developed in
developed in the future. the future.
Reflection & Does not reflect on own Reflects on own work and Demonstrates an ability to
Examples work at all and no improvement on occasion reflect on own work and
examples are provided but does not provide adequate number of
many examples at al examples are provided.
Effort and No effort was made to Little effort was made to Reflection demonstrates
Personal write essay. No evidence of write essay. Little that some effort was made
Reponses evidence of a personal to write essay. Evidence of
a personal perspective perspective within a personal perspective
within reflection reflection. within reflection.
Goals and Levels Reflection does not reveal Reflection reveals some Reflection reveals insight
of Learning insight into personal goals insight into personal into personal goals and
and levels of learning. goals and levels of levels of learning.
learning.
Writing Many spelling and Some spelling, No spelling and
Mechanics grammatical errors. grammatical errors and/or grammatical errors.
Serious organizational organizational problems Organized paper.
problems.
Reflection is the key to student learning
References:
https://www.teach-nology.com/teachers/bilingual_ed/langimmersion.html
https://www.k12academics.com/education-issues/multilingual-education
Prepared by:
BABY S. ABAGON, Ed.D.
Asso.Prof. 3
