ERIC Number: EJ888669
Record Type: Journal
Publication Date: 2010-May
Abstractor: As Provided
Language Immersion Programs for Young Children? Yes . . . but Proceed with Caution
Soderman, Anne K.
Phi Delta Kappan, v91 n8 p54-61 May 2010
A dual immersion program in Chinese and English at the 3e International School in Beijing is helping children become fluent in both languages, even though many students spoke neither language when they entered the school. Children enter the program as young as two years old. Studies indicate that bilingual children have higher levels of cognitive flexibility than unilingual children, bilingual children become more aware of the meta-linguistic structures of language, and young children are fully able to handle bilingualism without becoming developmentally delayed in language. Dual language immersion programs must be carefully constructed and monitored and must provide best practice in skill building and language training.
Descriptors: Immersion Programs, Young Children, Developmental Delays, Bilingualism, Chinese, English (Second Language), Second Language Learning, International Schools, Language Fluency, Second Language Instruction, Cognitive Ability, Metalinguistics, Language Aptitude, Bilingual Education Programs, Foreign Countries, Educational Benefits
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Primary Education
Authoring Institution: N/A
Identifiers - Location: China (Beijing)