Most immersion programs in the state of California are introduced at an elementary level ("Frequently"). This is an advantage to the children because "...children who start school in an immersion kindergarten classroom generally pick up the second language quickly and naturally" ("Frequently"). Usually, by the end of the kindergarten year, the English language learners, commonly referred to as ELLs, are able to understand more in English than what they can speak. However, the majority of the students pick up their speaking skills toward the end of the first grade year.
The first two years of the program are a foundation for what is to come in the later years (Deborah 1992). The first year of immersion, usually the kindergarten year, has a strong emphasis on the students obtaining basic language skills. This is done through specific teaching strategies. For example, the use of different games, cartoons, pictures, gestures, and other manipulatives often help the children understand certain concepts(Fitzgerald 1993). Knowledge of shapes, colors, and a basic understanding in English is often what is first acquired . The second year, usually follows with a stronger emphasis on grammar and responding in the English language (Fitzgerald 1993). These first two years are the most critical in preparing the students for their placement in mainstream (non-immersion) classrooms(Deborah 1992).
Common Methods of Teaching in an Immersion Classroom
As for teachers of any subject or any language, everyone has their own way and own methods of teaching, as they have their own ideas of what works. While this obviously differs from instructor to instructor, some ideas prove to work better tan others when introducing the English language. These stimulate the child's thinking pattern, and also institute a higher level of learning.
One of the first methods commonly used in an English immersion classroom is referred to as the "journaling exercise." Mrs. Coptler, a second grade elementary immersion teacher from California wrote, "Although it is sometimes very hard to decipher what the children are trying to write, I've used this method since my first day of teaching." This method is important because it gives children a hands on experience with the language instead of just listening to the teacher talk in the target, English, language. The following description highlights the main ideas of the exercise.
" First, the student makes an entry into a spiral notebook. If at all possible, the entry should be initiated by the student so that the student has the responsibility for controlling and directing the conversation. The teacher might prompt entries by suggesting an array of events that happened throughout the day... Partners can question, react, challenge, or otherwise express themselves as freely as possible. (Fitzgerald 643)
In the lower grades, kindergarten through first or second grade, the objective for the exercise to provide students with practice in writing in the English language. No corrections are made to the student's writing by either the teacher or other students (Fitzgerald 1993). However, in the later years, once a basic grammar background has been attained, the children will proofread each others writing. This allows the stronger speaking students to help those with a weaker proficiency, while still practicing and learning to write, read, and recognize grammar patterns (Fitzgerald 1993).
An important necessity for the journaling exercise is to eventually acquire a basic background of the grammar and phonics of English. This can be taught through broad gestures, visual props, and simplified vocabulary (McCargo & Christian 1998). For instance, spelling lists focus mainly on phonics and common letter sounds. A common weeks spelling list may include words such as: rug, hug, mug, bun, run, fun, and sun. This allows the students to concentrate on related sounds and a simpler spelling pattern. Thus, making it easier for the students to remember the sounds and spelling of the words(McCargo & Christian 1998).
Another approach for teaching the children English through immersion is by dramatic performance. This allows the students to get involved and have hands on experiences (wilburn 1992). Either the teacher, or the students, make use of anything from puppets or themselves, to act out a scenario or certain situation. Through these dramatic performances, students may also role play, or use miscellaneous types of mimicry to try and convey a common idea (Wilburn 1992). These dramatic performances "build confidence and social competence among participants through purposeful work with others."(Wilburn 1992) These dramatizations allow the children to get involved in the language physically and emotionally, instilling a deeper sense of understanding the language. This method also promotes individual responsibility to a group effort and encourages the students to interact and work together(Wilburn 1992).
In addition to drama productions and journaling, games are often a well-liked effective method for bringing English into the immersion classroom. Teachers often incorporate games into the learning of colors and shapes (Wilburn 1992). These games are often be played along to music. This allows the children to not only have fun, but learn by hearing and doing at the same time (Wilburn 1992).
Literature is also an essential method of teaching English to native Spanish speakers. In the first few years, the teacher primarily reads to the student through short picture books, or highly animated stories (Fitzgerald 1993). This keeps the children listening and watching during the story. In the later years, once the child is beginning to read and write on their own, usually the end of first or beginning of second grade, the children begin to read the stories and books on their own. This allows them to familiarize themselves with new vocabulary and basic word formations. As a result, their vocabulary increases, and literacy improves (Fitzgerlad 1993).