English Immersion Program in EFL Setting: A Modified Model, Implementation, and Effectiveness
DOI:
https://doi.org/10.30762/jeels.v7i1.1767Keywords:
English immersion, informal learning, Second Language AcquisitionAbstract
This study reflects the best practice of the English immersion program designed for EFL learners. Through observation in the research site and interview with eight participants (two language managers and six language learners), the modified model is discovered as the guidelines in ruling the project in which curriculum, English proficiency, and language management are the main points. Besides, Informal learning becomes the hot issue of this study since the English zone facilitates English informal interaction between language partners and learners which enhances English learning experiences effectively and motivates them to use English. The finding also reported that English immersion program emerges learning community, personal qualities development, English language acquisition, and self-efficacy, language awareness and language exposure The study may contribute to the body of knowledge in second language acquisition and recommend schools or universities and other related institutions to implement English immersion program as the alternative solution for English language learning in non-native speaking countries.
Downloads
References
Ahn, S. (2015). Criticality for Global Citizenship in Korean English Immersion Camps, Language and Intercultural Communication, 15(4), 533-549.
Antón-Méndez, I., Ellis, E. M., Coventry, W., Byrne, B., & van Daal, V. H. P. (2015). Markers of Success: A Study of Twins’ Instructed Second Language Acquisition. Learning and Individual Differences, 42, 44–52. doi:10.1016/j.lindif.2015.08.012
Baker, C. (2010). Foundations of bilingual education and bilingualism. Bristol: Multilingual Matters.
Barron, B. (2004). Learning Ecologies for Technological Fluency in a Technology-rich Community. Journal of Educational Computing Research, 31(1), 1–37.
Birdsong, D. (2006). Age and Second Language Acquisition and Processing: A selective overview. Language Learning, 56, 9–49.
Birdsong, D., & Molis, M. (2001). On the evidence for maturational constraints in second language acquisition. Journal of Memory and Language, 44(2), 235–249.
Bodycott, P., & Crew, V. (2001). Short term English language immersion paradox; culture shock; participant adjustment. In P. Bodycott, & V. Crew (Eds.), Language and cultural immersion (pp.1–9). Hong Kong: The HongKong Institute of Education.
Brown, H.D. (2007). Principles of Language Learning and Teaching. USA: Longman
Byon, K. (2008¬). A study on the effects of an English immersion program through the art subject in elementary school _ Focus on the 6th graders [in Korean]. M.A. Thesis., Hanyang Univ., Korea.
Caldas, S.J. & Caldas, S.C. (2010). Language Immersion and Cultural Identity: Conflicting Influences and Values, Language, Culture, and Curriculum, 12 (1), 42-58.
Cushner, K., & Mahon, J. (2002). Overseas Student Teaching: Affecting Personal, Professional, and Global Competencies in an Age of Globalization. Journal of Studies in International Education, 6(1), 44–58.
De Angelis, G. (2007). Third or additional language acquisition. Clevedon: Multilingual Matters.
Dewi, N.S.N., Marlina, N. & Supriyono, Y. (2019). The Quest of Self-Directed Learning of Adult EFL Learners in Indonesian Higher Education Context. Journal of English Education and Linguistic Studies, 6 (1), 73-89.
Dörnyei, Z. (2007). Creating a Motivating Classroom Environment. In J. Cummins, & C. Davison (Eds.), International handbook of English language teaching, Vol. 2. (pp. 719–731). New York, NY: Springer.
Ee, J. (2016). Exploring Korean dual language immersion programs in the United States: Parents’ reason for enrolling their children. International Journal of Bilingual Education and Bilingualism, 21 (6), 690-709.
Ellis, R. (2005). Instructed Second Language acquisition: A literature review. Wellington, New Zealand: Research Division, Ministry of Education.
Evans, M., Alano, C., & Wong, J. (2001). Does a short language course in an immersion setting help teachers to gain in communicative competence? In P. Bodycott, & V. Crew (Eds.), Language and cultural immersion (pp. 91–100) Hong Kong: The Hong Kong Institute of Education.
Fortune, T.W. & Tedick, D.J. (2003). What parents want to know about foreign language immersion programs. ERIC Digest. Washington DC: ERIC Clearinghouse on Languages and Linguistics (ERIC Document Reproduction Service No. ED482493). Retrieved from http://www.cal.org/resources/dig est/0304fortune.html
Freed, B. (1995). What makes us think that students who study abroad become fluent? In B. Freed (Ed.) Second Language Acquisition in a Study Abroad Context (pp.123-148). Philadelphia: John Benjamins
Gao, X.S. (2009). The ‘English corner’ as an out-of-class learning activity. ELT Journal, 63(1), 60–67.
Goldberg, E. & Noels, K.A. (2006). Motivation, ethnic identity, and post-secondary education language choices of graduates of intensive French language programs. Canadian Modern Language Review, 62(3), 423-47.
Heugh, K., & Skutnabb-Kangas, T. (eds.) (2010). Multilingual education from the periphery to the center. New Delhi: Orient Blakswan.
Hornberger, N.H. (1991). Extending enrichment bilingual education: Revisiting typologies and redirecting policy. In Bilingual education, ed. O. Garcıa, pp.215-234. Amsterdam/Philadelphia: John Benjamin.
Huang, X. & Trube, B. (2006). English Immersion Teacher Evaluation and Feedback form (EI-TEFF): Collaborative development process. In Y. P. Chi (Ed.), (2006). Proceedings for English Immersion Pedagogy in Chinese Context, (pp. 3-13). Xi,an: Shaanxi People’s Education Press.
Huang, X. D., Trube, B., & Yu, C. L. (2011). Meeting the Dual Goals of Content Knowledge and English Language Learning: A study of the CCUEI curriculum materials, Frontiers of Education in China, 6(1), 37-67.
Huebner, T. (1995). The Effects of Overseas Language Program. In B. Freed (Ed.). Second Language Acquisition in a Study Abroad Context (pp.171-193). Philadelphia: John Benjamins.
Hyland, F. (2004). Learning autonomously: Contextualizing out-of-class English language learning. Language Awareness, 13(3), 180–202.
Jeon, M. (2012). English Immersion and Educational Inequality in South Korea. Journal of Multilingual and Multicultural Development, 33(4), 395-408.
Kim, J. (2007). An Analysis of Research on Content and English Integrated Teaching in Elementary Schools. Primary English Education, 13(1), 229-250.
Knell, E., H. Qiang, M. Pei, Y. Chi, L. S. Siegel, L. Zhao, and W. Zhao. (2007). Early English immersion and literacy in Xi’an, China. Modern Language Journal, 91(3), 395-417.
Kuhl, P.K., Tsao, F.M., & Liu, H.M. (2003). Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning. Proceedings of the National Academy of Science, 100 (15), 9096–9101.
Lai, C. & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer assisted language learning, 24(4), 317-335.
Lamb, M. (2007). The Impact of School on EFL Learning Motivation: an Indonesian Case Study. TESOL Quarterly, 41(4), 757–780.
Lee, J. H., Han, M.W., & McKerrow, R. E. (2010). English or Perish: How contemporary South Korea received, accommodated, and internalized English and American modernity. Language and Intercultural Communication, 10, 337–357.
Lee. (2009). ESL Student Teachers’ Perceptions of a Short-Term Overseas Immersion Program, Teaching and Teacher Education, 25(8), 1095–1104.
Li, M., Kirby, J.R., Qiang, H., & Wade-Woolley, L. (2010). English language immersion and students’ academic achievement in English, Chinese and mathematics. Evaluation & Research in Education, 23(3), 151-169.
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, Motivation, and Second Language Learning: a Meta-Analysis of Studies Conducted by Gardner And Associates. Language Learning, 53(1), 123–163.
May, S. (2008). Bilingual/immersion education: What the research tells us. In Bilingual education, ed. Jim Cummins and N.H. Hornberger. 2nd ed. Vol. 5 of Encyclopaedia of language and education, 15-27. New York: Springer.
Mitchell, R., & Myles, F. (2004). Second Language Learning Theories (2nd ed.). New York: Arnold.
Murray, G. (2008). Pop culture and language learning: Learners’ stories informing EFL. Innovation in Language Learning and Teaching, 2(1), 1–16.
Myers, J. (2007). Possibilities for critical TESOL in Korea: Case study of an English village. M.A. thesis, Univ. of Toronto.
Nunan, D. (2013). The Learner-centered Curriculum. USA: Cambridge University Press.
Park, J.S. (2009). The local construction of a global language: Ideologies of English in South Korea. New York, NY: Mouton de Gruyter.
Poon. (2016). Reforming Learning and Teaching in Asia-Pacific Universities. In Ng, Chi-hung Clarence et al. (eds), (pp. 249-273). A Global Challenge: Overseas Immersion as an Effective Means to Enhancing English Proficiency? Springer Science Business Media Singapore.
Qiang, H. & Siegel, L.S. (2012). Introduction of English Immersion in China: A Transplant with Modifications. International Education, 41 (2) 6-18.
Qiang, H.Y. & Zhao, L., (Eds.). (2001). Studies on second language Immersion for children. Xi’an: Xi’an Jiao Tong University Press.
Rios-Aguilar, Chance, and Mole. (2012). Implementing Structured English Immersion in Arizona: benefits, Challenges, and Opportunity, Teachers College Record, 114(9), 1-18.
Saville-Troike , Muriel (2012). Introduction Second Language Acquisition. United Kingdom; Cambridge University Pess.
Sebastián-Gallés, N., EchevarrÃa, S., & Bosch, L. (2005). The influence of initial exposure on lexical representation: Comparing early and simultaneous bilinguals. Journal of Memory and Language, 52, 240–255.
Sefton-Green, J. (2006). Literature review in informal learning with technology outside school. Bristol, UK: Futurelab.
Singleton, D. (2005). The critical period hypothesis: A coat of many colours. International Review of Applied Linguistics in Language Teaching, 43(4), 269–285.
Skehan (1991). Individual Differences in Second Language Learning. SSLA, 13, 275-298.
Tang, S. Y. F., and Choi, P. L. (2004). The Development of Personal, Intercultural and Professional Competence in International Field Experience in Initial Teacher Education. Asia Pacific Education Review, 5(1), 50–63.
Wang, M. (2017). Learning a Second Language. In R. E. Mayer, & P. A. Alexander (Eds.), Handbook of research on learning and instruction (2nd ed., pp. 207-232). New York: Routledge.
Xiong, T. & Feng, A. (2018). Localizing Immersion Education: A Case Study of An International Bilingual Education Program in South China. International Journal of Bilingual Education and Bilingualism, 39(2), 1-15.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 JEELS (Journal of English Education and Linguistics Studies)
This work is licensed under a Creative Commons Attribution 4.0 International License.
