APA citation for article #1:
Swain, M., & Lapkin, S. (2005). The evolving sociopolitical context of immersion education in Canada: Some implications for program development1. International Journal of Applied Linguistics, 15(2), 169-186.
Summary of article #1:
The authors addressed eight major features of immersion by Swain and Johnson. They checked how the eight core features of immersion changed because of the realities. The authors pointed out that 3 core features are not changed which are the immersion curriculum parallels the local L1 curriculum, the program aims for additive bilingualism, and the teachers are bilingual. The second part of article provided data to show increase of diversity in major cities. …show more content…
The third part of article is focus on the role of the L1. The authors conclude that the develop of L1 help students L2. So, to help immigrant student’s performance is encourage develop their L1 at school and home. Finally, authors provide ideas and avidities to help developing L1 in class.
APA citation for article #2:
Genesee, F. (2008) Dual language in the global village. In T. Fortune and D. Tedick (ed.), Pathways to Multilingualism: Evolving Perspectives on Immersion Education (pp. 22–45). Clevedon: Multilingual Matters.
Summary of article #2:
The author pointed out three needs of bilingual or multilingual which are the growing of busses and commerce around the world, people traveling form one country to another, and the telecommunication revolution. Then the author describes the models of DLI. First, one-way immersion. Students are taught at least 50% in target language. Second, developmental bilingual education. The minority students are taught in …show more content…
Q: Do you believe that additive bilingualism is possible? Why or why not?
As a dual language immersion teacher I truly believe that additive bilingualism is possible. DLI program are success in Canada and many Europe countries. And Utah’s DLI also well-known and distinguished around the State. I also believe the hypothesis of Language Acquisition Device (LAD) which is the nature learning ability in human’s mind before curtain ages. So, when parents or school provide the learning environment is bilingual or more languages every child should become a bilingual or even a multilingual. 另一个例子。台湾精英学校双语，录取好大学的比率特高
3. In the ideas and activity for L1 development in the classroom part. Those ideas are not appropriate in Utah DLI model. In my class I am not allow to show any visual or oral forms of L1 because only target language policy. In the DLI classroom teacher need to create a target language only environment in order to encourage to use L2(target language) instead of using L1(English). However, our students can devolve their L1 in partner teacher’s classroom. Target language teacher and English teacher can read the same book in deferment languages to help students to acquire both L1 and
Swain, M., & Lapkin, S. (2005). The evolving sociopolitical context of immersion education in Canada: Some implications for program development1. International Journal of Applied Linguistics, 15(2), 169-186.
Summary of article #1:
The authors addressed eight major features of immersion by Swain and Johnson. They checked how the eight core features of immersion changed because of the realities. The authors pointed out that 3 core features are not changed which are the immersion curriculum parallels the local L1 curriculum, the program aims for additive bilingualism, and the teachers are bilingual. The second part of article provided data to show increase of diversity in major cities. …show more content…
The third part of article is focus on the role of the L1. The authors conclude that the develop of L1 help students L2. So, to help immigrant student’s performance is encourage develop their L1 at school and home. Finally, authors provide ideas and avidities to help developing L1 in class.
APA citation for article #2:
Genesee, F. (2008) Dual language in the global village. In T. Fortune and D. Tedick (ed.), Pathways to Multilingualism: Evolving Perspectives on Immersion Education (pp. 22–45). Clevedon: Multilingual Matters.
Summary of article #2:
The author pointed out three needs of bilingual or multilingual which are the growing of busses and commerce around the world, people traveling form one country to another, and the telecommunication revolution. Then the author describes the models of DLI. First, one-way immersion. Students are taught at least 50% in target language. Second, developmental bilingual education. The minority students are taught in …show more content…
Q: Do you believe that additive bilingualism is possible? Why or why not?
As a dual language immersion teacher I truly believe that additive bilingualism is possible. DLI program are success in Canada and many Europe countries. And Utah’s DLI also well-known and distinguished around the State. I also believe the hypothesis of Language Acquisition Device (LAD) which is the nature learning ability in human’s mind before curtain ages. So, when parents or school provide the learning environment is bilingual or more languages every child should become a bilingual or even a multilingual. 另一个例子。台湾精英学校双语，录取好大学的比率特高
3. In the ideas and activity for L1 development in the classroom part. Those ideas are not appropriate in Utah DLI model. In my class I am not allow to show any visual or oral forms of L1 because only target language policy. In the DLI classroom teacher need to create a target language only environment in order to encourage to use L2(target language) instead of using L1(English). However, our students can devolve their L1 in partner teacher’s classroom. Target language teacher and English teacher can read the same book in deferment languages to help students to acquire both L1 and