Immersion Programs and Bilingualism*

You are raising your child bilingually and biculturally and for any of a number of reasons you are considering sending your child to a language immersion program*. Your heart jumps for joy when you envision your child reading, writing and speaking fluently in this additional language with teachers and peers. Maybe you are considering adding a brand new language into the mix since studies have shown that children are like sponges when it comes to languages, give them more and they will learn them. Yet, how clear are you on what your expectations are for your child? Do you know what kinds of programs are available? How sure are you that any of these programs will match your vision?

Recently I posed a question to the Bilingual Families discussion list asking parents on the list what they thought about language immersion programs and resulting bilingualism. What followed was an excellent discussion between bilingual parents around the world, many of whom attended language immersion programs themselves and some who are presently sending their children to such programs.

Although there was general agreement that language immersion programs can help your child develop into a bilingual speaker, reader and writer, most agree that it all depends on the quality of the program coupled with the amount of language interaction outside of the immersion program setting.

A few parents pointed out the potential problem that children attending language immersion programs might become primarily passive bilinguals (i.e. they possess a high degree of comprehension in the second language but low verbal abilities). Think back to when you were in grade school. How much time did you actually spend discussing topics with your teacher and peers during class time? Perhaps you raised your hand and answered some questions throughout the day but most of the time was probably spent listening to lessons presented to you by your teachers. Contrast this with the kind of interaction you had with other children on the playground or after school. Even compare this with the discussions you and your family have when spending time together. The same could be said for children in a language immersion program that doesn't encourage a lot of student participation: children develop a high level of comprehension because they hear the language for so many hours a day but they lack the ability to communicate in the target language.

On the other hand, many parents pointed out that since the language was used across many different subjects and during such a large portion of the day, it is inevitable that students will gain a complete grasp of the language over time. If you spend 12-13 years studying in a second language, it is hard not to become a bilingual. Regardless of whether your child speaks the language with peers on the playground or after school, the hours in the classroom will surely have an influence to some degree.

Most agreed that additional outside language influences can make a big difference. The parents speaking the language at home with their children or providing their child the chance to use the language with other peers and community members can make all the difference in a child becoming a functional bilingual. Adding this richness outside of the immersion program will give a much needed depth to your child's grasp and appreciation of the language and will certainly aid them in wanting to use the language for enjoyment.

Finally, it is important to remember that each child is unique. Some children will pick up a second language easily while others will struggle. Some will enjoy the process while others will see it as an added burden to their already demanding school subjects. It is possible that one child will feel odd attending a school where a second language is the medium for learning while another child will thrive in this unique situation. Ultimately the responsibility is on the parents to keep an open mind and heart and to support the needs of their child. There is no question that even a small amount of second language expose is better than nothing! The most important is to provide enviroments in which your child can delight in the joys of learning and using a new language.

Most parents on the Bilingual Families discussion list agreed that the quality of the language immersion program is crucial. To help you determine what kind of language program is the best fit for your family and your child, here is a list of a few different kinds and what you might expect in terms of bilingual support if your child is in one of them:

•  Saturday Schools: With these programs children attend a class for a certain number of hours every Saturday. In the best programs, the teachers will speak only the target language and will refrain from slipping into the community language. If you do not speak the target language at home with your children, this kind of program will probably be interesting for your children and will sow the seeds for learning a second language but it offers very little in terms of long term bilingualism. Helpful is if the program includes reading and writing since parents often don't do this with their children at home.

•  Standard Language Programs in Schools: These programs can be found in preschools on up. These usually consist of one or more time slots a day or week for learning the target language. This type of program introduces children to a second language on a regular basis and has a good chance of helping them learn the basics of a second language but it too falls short of being able to create functional bilinguals since the classes are primarily focused on learning the language as opposed to truly using it across subjects. Ultimately, it all depends on the child and factors such as duration of program, outside language influences, etc. In addition, if you speak the target language at home then it is possible that the program will be far too easy for your child.

•  Partial Immersion Programs: This is usually a private school program where up to 50% of the subjects are taught in the target language. Although the target language isn't used as much as in a full immersion program, at least the children are learning subjects through the target language rather than simply focusing on learning the target language itself. In such a program there is a much greater chance that the children will become functional bilinguals. However, to do so it is important that outside influences also be present so that the language isn't only associated with education and the academic setting.

•  Full Immersion Program: This is usually a private school program where at least 50% of the subjects are taught in the target language. Usually the lower grades (K-2) are taught 100% in the target language so as to fully immerse students with the language. In later grades more subjects are taught in the community language: anywhere between 20-50% depending on the program. It is also common for the student to be taught in additional languages as the student progresses through the program. This kind of program offers the most for children becoming functional bilinguals, with or without the outside language support. Of course, with outside support the chances are extremely high that the child will become a fully functioning bilingual.

Tips for Parents:

•  Evaluate Your Expectations: First decide what your expectations are for your child. Are you hoping for your child to become a fully functioning bilingual? Or are you simply interested in exposing your child to additional languages so that they will be more inclined to learn them later?

•  Degree of Involvement: How much effort and support are you willing to provide? Are you going to learn the second language as well so that you and your child can use it at home? If you already know the second language, are you planning on spending time at home working with your child on mastering their reading, writing, speaking and comprehension? It is very possible that an immersion program will have specific expectations on the parents of their students.

•  What is Available: Before taking the plunge and sending your child to a language school, do a thorough search of what is available in your area. Do the programs in your area only go through 3rd grade? Will you have to drive your child a significant distance each day so that they can attend a language program? What are the costs and can you afford them?

•  Check It Out: Take a tour of the schools before you make any decisions. What are the teachers like? What are the other parents like? Does the building feel warm and inviting? Make sure to come prepared with your questions and don't leave until you feel they have been adequately answered. Make a list of what is most important to you so that when you are at the school you can evaluate which priorities will be met and with you will have to compromise on. Make sure to ask if they offer any scholarships and if there are any hidden costs like donation expectations or yearly fees.

•  Accreditation: Many immersion programs have obtained specific accreditation which will be honored in other countries. Find out what the school offers and whether all graduating students will receive the degree or only if they take certain classes. It is possible that your child will have to follow a specific course of study from early grades to meet the requirements.

A language immersion program can offer your child the once in a lifetime chance of becoming fully fluent in a breadth of subjects in more than one language. You will be planting the seeds for them to reap in the form of worldwide opportunities and cross-cultural familiarities. There are very few reasons not to send your child to a language immersion school if you can afford it but make sure that you don't set your expectations too high. Remember that we are talking about children here, people with unique lives, experiences and needs. Make sure you are willing to adapt to what is best for them.

*Note: In this article we are not focusing on immersion programs for students who speak only the non-community language and need help obtaining proficiency with the community language.

back to Main Newsletter page