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2. Literature Review
2.1The Definition of Immersion Teaching
Immersion teaching refers to the model which uses the second language as the instruction of language teaching. Children in school are immersed in the second language environment full or half time, teachers only use the second language to speak to the students, not only to teach a second language by using the second language, but also teaching other subjects by using the second language. That is to say, the second language is not only just to be learned, but also is the tool for learning. Immersion transforms the traditional and isolated foreign language teaching into the direction of the foreign language teaching combined with subject knowledge. This change is mainly based on four principles: first, the various types of school courses for learning a second language provides the natural foundation and the environment, offered for children in a second language exchange opportunities. In such conditions, children can learn a second language effectively (Jack&Theodore, 2010:260-295). Second, the important and interesting subject content can make the children master the second language and using a second language motivation. Thirdly, the children’s first language acquisition itself is the binding of the language and the cognitive content. During this process, the cognitive and interpersonal skills develop with the language. It is the same with children learning a second language and it is the organic combination of the children’s cognitive and the interpersonal communicative ability development. Fourth, the language features change according to circumstances, teaching mode of combining of the language and the subject matter provides a broad and rich language environment for children using second language (Li Shengli, 2004:2).
In partial immersion, about half of the class time is spent learning subject matter in the foreign language. In complete immersion, almost 100% of class time is spent in the foreign language. Subject matter taught in foreign language and language learning per se is incorporated as necessary throughout the curriculum. In content-based foreign languages in elementary schools (FLES), about 15–50% of class time is spent in the foreign language and time is spent learning it as well as learning subject matter in the foreign language. 源-自-751:,论'文'网]www.751com.cn
Early immersion is a method of teaching and learning a foreign language. It entails having a student undergo intense instruction in a foreign language, starting by age five or six. Frequently, this method entails having the student learn all or much of his or her various “regular” subject matter (such as mathematics and science) via the foreign language being taught.
It has been found that students enrolled in an early-immersion program learn the language being taught at an almost-native proficiency by age 11.
2.2 Related Studies
Li Yingcheng carried out a research addressing three primary research questions regarding EI students’ academic achievement represented by English, Chinese and mathematics. The study was conducted with a group of Grade 2, Grade 4 and Grade 6 students in immersion or non-immersion programmes in three schools in China. Cambridge Young Learners English Tests were employed as the measure. School-issued achievement tests in Chinese and in mathematics were also employed. The results show that immersion students, compared with non-immersion students, did better in English at all three grade levels. They also did similarly in Chinese and mathematics at Grades 2 and 4, but better at Grade 6. His research demonstrated that second language immersion is an effective means of facilitating primary school students’ second language without undermining competence in their first language (Li et al, 2010:151-169)
Yu Xi made a research on the immersion teaching. The study combines the immersion teaching with the situation of English teaching in Chinese secondary schools. Through the analysis, the author proposes some useful suggestions which are good for the English immersion teaching of China. She thinks that the language is of great importance to the language learning. So we must provide a good English environment for the students. Gao Bing finds out some efficient ways of creating English atmosphere in the classroom, on the campus and at home.