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- Title
Structured Immersion for Language Minority Students: Results of a Longitudinal Evaluation.
- Authors
Gersten, Russell
- Abstract
The article focuses on the benefits of a structured immersion approach for language minority students. Recent researches have indicated that immersion approaches appear to be much more effective than conventional approaches in teaching Spanish or French to English-speaking elementary students in the U.S. A recent nationwide search by J.D. Ramirez and associates conducted in 1983 and early 1984 located fewer than ten immersion approaches in the U.S. The structured immersion approach must not be confused with submersion. One of the more difficult problems in implementing a structured immersion program is how to systematically introduce English in a controlled and efficient manner so that students can follow the teacher throughout the lesson. One viable option would appear to be the educational model commonly called direct instruction. The purpose of this article is to describe a structured immersion program, based on principles of direct instruction, that has been operating in the U.S. for the past 7 years. The students involved were Asian, virtually all classified as low income by the U.S. Department of Agriculture "free lunch" guidelines. Results of a longitudinal evaluation of the program have been discussed.
- Subjects
UNITED States; ENGLISH language immersion education; UNITED States education system; ETHNOLINGUISTIC groups; FOREIGN study; IMMERSION method (Language teaching); POOR children
- Publication
Educational Evaluation & Policy Analysis, 1985, Vol 7, Issue 3, p187
- ISSN
0162-3737
- Publication type
Article
- DOI
10.3102/01623737007003187