ERIC Number: ED180265
Record Type: RIE
Publication Date: 1979-Jun
Reference Count: 0
The Importance of the Language Learning Situation: Is "Immersion" the Same as the "Sink or Swim" Method? Working Papers on Bilingualism, No. 18.
Working Papers on Bilingualism, n18 Jun 1978
This study explores the role of the language learning situation by comparing the speech of children in an immersion program, children learning a second language in a natural setting, and native French children. Three groups of children participated in the study: (1) 39 children (Grades K, 1, 3, 5) in a French immersion program in the U.S.; (2) 13 English-speaking children attending French schools in France; and (3) 10 French children attending French schools in France. Results of a storytelling test indicate that children in the non-native groups performed more like each other than like the native speakers, who generally performed best on most measures. Further, the naturalistic group performed extremely well after only one year's contact with the second language, outperforming the other non-native groups on pronunciation and vocabulary ratings. They excelled in aspects of language learning that were different from the immersion students. Grade 5 performed best of the non-native groups on a number of measures. These findings suggest that different language learning situations may hold different advantages for the learner. (Author/AMH)
Descriptors: Bilingual Education, Communicative Competence (Languages), Educational Environment, Error Analysis (Language), French, Grammar, Immersion Programs, Language Fluency, Language Instruction, Language Proficiency, Language Research, Language Skills, Language Usage, Second Language Learning, Structural Analysis, Vocabulary
Bilingual Education Project, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M58 1V6
Publication Type: Reports - Research; Collected Works - Serials
Education Level: N/A
Sponsor: Department of the Secretary of State, Ottawa (Ontario).
Authoring Institution: Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project.