How ‘Submersion’ Differs from Immersion
When English speaking children enter language immersion programs in this country they typically find that their teacher speaks to them in a language they don’t understand between 50% and 100% of the day. Immersion teachers use a variety of techniques, most notably exaggerated speaking styles and animated body language, to make themselves understood. About half of the class are native English speakers, and it’s not uncommon for students to hear English spoken in the halls by parents, other teachers, and school administrators. English-speaking immersion students know they are learning a second language at school and that their native language dominates everywhere else.
It is common to compare English speaking students’ experience in an immersion program to that of an immigrant thrust into an English-only classroom, but the comparison does not hold up. An immersion teacher’s job is to get the students to understand the language so that they can also teach the content—math, reading, social studies—as effectively as possible. Mainstream teachers were hired and trained to teach content in English, not to teach English as a second language. Whereas my kids’ teachers could make up their own language and effectively use it to teach math concepts, mainstream English teachers teach, by and large, from an assumption of fluency.
When most non-English-speaking immigrant children come to the US and enroll in school, they are simply placed in a mainstream English classroom, and English is spoken all day and everywhere. They may find common language peers in their same situation, and it’s likely those kids will stick together whenever possible rather than integrate with their English-speaking classmates. This type of instruction has been dubbed “submersion” because it is akin to pushing people into water without teaching them to swim.
Unfortunately, submersion instruction happens all over the world and is one of the main reasons heritage languages such as those spoken by Native Americans and minority tribes elsewhere are dying out altogether. Children may eventually become literate in the dominant language, but not in their mother tongue. In fact, depending on circumstances, they may lose their native language altogether, thereby losing ties with their family and culture and never having the benefit of full linguistic proficiency that comes with native fluency.
Of course many talented mainstream English teachers do their best to reach every student (and do so with success) regardless of their own formal training and experience, but even the most sensitive, well-intentioned teacher may fall into habits borne of teaching in an all-English environment. In a monolingual environment, for instance, there is nothing wrong with lecturing with one’s back to the class while writing on the whiteboard, but such practices cannot help ELLs get up to speed either in language or academic subjects. By the time these students get a handle on the dominant language, they are often so far behind in the content that achieving academic proficiency has become a formidable struggle.
Two-way immersion programs, when implemented properly, create bilingual students from distinct native language backgrounds. ELLs do not receive specialized or remedial instruction (unless it is otherwise indicated, in the case of learning disabilities, for example). Both English language instruction and content instruction in English are increased as the students progress, and the dominant language, English, is supported in commerce, the media, and in the community at large. Native English speakers enrolled in immersion do not suffer from a lack of guidance in the use of their mother tongue. Indeed, both ELLs and native English speakers tend to outpace their peers in monolingual programs before middle school.
When children of different language backgrounds are combined in classrooms led by effective, bilingual teachers, multilingual adults with greater cross-cultural understanding and deeper knowledge of most academic subjects are the end product, and these individuals can speak for themselves–in more than one language.