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Title Spons Agency Note Pub Type Edrs Price DOCUMENT RESUME ED 239 509 FL 014 200 TITLE Studies on Immersion Education.A Collection for United States Educators. INSTITUTION California State Dept. of Education,Sacramento. Office of Bilingual BiculturalEducation. SPONS AGENCY Department of Education, Washington,D.C. Equal Educational Opportunity Program.;Office of Bilingual Education and Minority Languages Affairs(ED), Washington, D.C. PUB DATE 84 NOTE 193p. AVAILABLE FROMPublication Sales, CaliforniaState Department of Education, P.O. Box 271, Sacramento,CA 95802 ($5.00, plus tax for California residents). PUB TYPE Reports - Descriptive (141)-- Collected Works - General (020) -- Books (010) EDRS PRICE MF01 Plus Postage. PC Not hvailablefrom EDRS. DESCRIPTORS *Bilingual Education; *EducationalResearch; Educational Theories; ElementarySecondary Education; Foreign Countries; French; *ImmersionPrograms; *Limited English Speaking; MinorityGroups; Program Administration; Program Descriptions;*Second Language Instruction IDENTIFIERS Canada ABSTRACT A collection of papers on immersionprograms fru:uses primarily on their applicabilityfor language minority students, and addresses some common myths and misunderstandingsabout immersion education. In "An Overview ofIssues in Immersion Education" (Wallace Lambert), major issues and misconceptionsare outlined. A second group of papers-includes: "Historical and TheoreticalFoundatiohs of Immersion Education (Fred Genesee);"Canadian French Immersion Education: Current Administrativeand Instructional Practices" (Sharon Lapkin and James Cummins);and "A Review of Immersion Education in Canada: Research andEvaluation Studies" (Merrill Swain). The finalgroup of papers looks at the situation in the United States, in "The ImmersionEducation Approach to Foreign Language Teaching" (Russell N. Campbell),and "The Inadequacy of English Immersion Educationas an Educational Approach for Language Minority Students in the United States"(Eduardo Hernandez-Chavez). (MSE) **************************************.********************************* * Reproductions supplied by ELMS * * are the best that can be made from the original document. * *********************************************************************** O LC\ CT rfN C\.1 LAJ Studieson mmersion Education A Collection for United States Educators Prepared unc'er the direction of the Office of Bilingual Bicultural Education California State Department of Education U.S. DEPARTMENT OF EDUCATION 0 "PERMISSION TO REPRODUCE THIS NATIONAL INSTITUTE OF EDUCATION MATERIAL INMICROFICHE ONLY EDUCATIONAL RESOURCES INFORMATION HAS BEEN GRANTED BY CENTER (ERIC) ); This document has been reproduced as z received from the person or organization Z; originating it. SteeTeit.ofstriuc. Minor changes have been rnade to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this docu INFORMATION CENTER (ERIC)." Ment do not necessarily represent official NIE position or policy. 2 Publishing Information This handbook was funded in part with funds from the Office of Bilingual Education and Minority Language Affairs and the Office of Equal Educational Opportunity Programs. U.S. Department of Education. The opinions expressed herein by the various authors do not, however, necessarily reflect the position or policy of the U.S. Department of Education or of the California State Department of Education, and no official end9rsement by the U.S. Department of Education or the California State Department of Education should be inferred. The document was developed by the Office of Bilingual Bicultural Education, California State Department of Education. The final draft of the manuscript was edited by Janet Lundin, working in cooperation with David P. Dotson of the Office of Bilingual Bicultural Education. This publication was prepared for photo- offset production by the staff of the Bureau of Publications. with the cover design by Norm Wobschall, and typsetting by Lea Shimabukuro and Anna Boyd. The document was published by the Department: printed by the Office of State Printing: and distrib- uted under the provisions of the Library Distribution Act and Government Code SectionI W96. Copyright. 1984, by the California State Department of Education Copies of this Fublication are available for S5 each, plus sales tax for California residents, from Publication Sales. California State Department of Education, P.O. Box 271. Sacramento, CA 95802. A partial list of publications that are available from the Department appears on page 184. A complete list of Department publications may be obtained by writing to the address given above. Contents Page Acknowiedgments iv Foreword Preface vi Biographical Sketches vii Introduction 1 Part One: An Overview of Immersion Education 7 An Overview of Issues in Immersion E'acation 8 Wallace E. Lambert Part Two: Immersion Education in Canada 31 Historical and Theoretical Foundations of Immersion Education 32 Fred Genesee Canadian French Immersion Education: Current Administrative and Instructional Practices 58 Sharon Lapkin and James Cummins A Review of Immersion Education in Canada: Research and Evaluation Studies 87 Merrill Swain Part Three: Immersion Education;in the United States 113 The Immersion Education Approach to Foreign Language Teaching 114 Russell N. Campbell The Inadequacy of English Immrsion Education as an Educational Approach for Language Minority Students in the United States 144 Eduardo Herndndez-Chdvez Ui Acknowledgments The California State Department of Education is mostgrateful to the authors of theosix paperS presented inthis collection. Wallace Lambert, Fred Genesee, Sharon Lapkin and JamesCummins, Merrill Swain, Russell Campbell, and EduardoHernandez-Chavez have ably analyzed, organized, and presented valuable informationregarding the applicability of immersion education to the contextof the United States in general and California in particular. The work of the project team in the Office ofBilingual Bicultural Education was important to the eventual completionof this docu- ment. David Dolson, Fred Tempes, andMaria Ortiz are recognized for their developmental work and content editing ofthis publication. Other consultants and staff members in the office also madevaluable contributions. The project team was effectively supportedby several adminis- trators in the California State Departmentof Education,. including Richard Mesa, Chief Deputy Superintendent;James R. Smith, Deputy Superintendent, Curriculum andInstructional Leadership; Ramiro D. Reyes, Associate Superintendent,Division of Categorical Support Programs; Guillermo Lopez, Chief,Office of Bilingual Bicultural Education; and Maria Ortiz, AssistantChief, Office of Bilingual Bicultural Education. Funding for this project was provided by theOffice of Bilingual Education and Minority Language Affairs,U.S. Department of Education. Many more individuals and agencies, too many tolist here, pro- vided assistance in the development of thiscollection. Final responsi- bilityfOr this publication, nevertheless, rests with theOffice of BilingualBicultural Education, California State Departmentof Education. 5 iv Foreword In 1983 approximately 900,000 language minority students were enrol!A in California public schools. About half of these students were officially classified as pupils of limited - English proficiency. Even though school districts have faced one budget crisis after another, the commitment to provide language minority students with equal educa- tional opportunities has remained strong. For its part the California State Department of Education is determined to provide educators with the most current information on the design, implementation, and evaluation of effective instructional programs for California's language minority children. Bilingual education, English as a second language, immersion, and other language teaching programs have been the focus of consider- able controversy over the past few years. Political rhetoric and eco- nomic hardships aside, communication among educators on these vital issues must continue to take place if appropriate educational solutions are to be found. This publication, along with many other projects by the California State Department of Education, represents a concerted effort to provide Ca lifc :.dia school districts with the type of technical assistance which will promote educational improve- ments. By developing among school personnel a fuller understanding of special language programs,I am confident that we can work together to eradicate some of the barriers which for so long have divided our majority and minority communities. To achieve that end, I recommend an examination and consideration of the ideas and pro- posals in this publication as a step in the right direction. Superintendent of Public Instruction 6 Preface In 1981 the Office of Bilingual Bicultural Education, California State Department of Education, sponsored the development of what has proven to be a seminal publication entitled Schooling and Lan- guage Minority Students: A Theoretical Framework. Thiscollection of papers has provided educators with current theoretical and research information on major instructional issues related to the edu- cation of language minority students. The volume has been extremely well received at both the state and national levels. This acceptance has encouraged us to continue our efforts to provide school district per- sonnel with useful information concerning effective instructional practices to be used in bilingual settings. Recently, immersion education
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