Immersion

=Objectives= toc
 * Students will define // immersion //.
 * Students will explain the academic, cognitive, cultural, economic, emotional, and social benefits of early language learning and long sequences of articulated instruction.
 * Students will describe the advantages and constraints of different types of immersion programs.
 * Students will apply strategies for making input comprehensible.

=Guiding Questions=


 * What is immersion?
 * Why is immersion sometimes controversial?
 * How does early language learning benefit students and the community?
 * How do different program models support language learning?
 * What distinguishes the Utah Model from other immersion program models?
 * How can teachers help students who do not speak the target language understand what is being said?

=Today's Tools=

=Key Principles= 1) Stay in the target language. 2) Make yourself understood. 3) Manage your classroom with clear routines and procedures.

=Activities:=


 * Activity 1: Why Immersion?**

[|Utah Dual Immersion Video] media type="youtube" key="hTG0YFU8vWA" width="560" height="315"


 * Activity 2: Dual Language Immersion in Utah**



[|Utah Portuguese Immersion]


 * Activity 3: How do dual language immersion teachers make input comprehensible?**

Chinese Teaching Demo (Pictures, Contextualization, Multiple Examples of Ripe/unripe)

[|SLA 1 Comprehensible Input] (Cognates & Props) media type="youtube" key="yfM_NzQMLuA" width="420" height="315"

Sabrina (Adding to Ten in Portuguese)

Lili Bueno (Nina Videos)


 * Activity 4:**



= **Annotated Research Bibliographies** =

[|What the Research Shows] From ACTFL’s advocacy web page—contains a list of claims about language learning, each of which is hyperlinked to a well-annotated list of studies that support the claim

[|Research in Support of Elementary School Foreign Language Learning] An annotated bibliography reprinted by ACTFL that is divided into two sections—FLES and immersion

[|The Benefits of Second Language Study] A very nicely organized list of findings with citations – not specific to elementary, though

[|Research-based Responses for Common Administrator Questions] A brief list of questions, each answered with an annotated list of research citations.

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