首页
登录
职称英语
Why Immersion Teaching Works As a Canadian immersion
Why Immersion Teaching Works As a Canadian immersion
游客
2023-12-19
52
管理
问题
Why Immersion Teaching Works
As a Canadian immersion teacher, I was enthused to see the letter from John Whelpton about the Canadian immersion experience (South China Morning Post, June 11). I would like to take this opportunity to expand upon and challenge some of his views.
I agree that the Canadian immersion and bilingual schools have been successful in producing functionally bi- lingual students. In the province of Manitoba, there are French, Ukrainian, and German immersion schools; Hebrew bilingual schools; and a school for native Indian students, English immersion programs are popular for students from the province of Quebec as well as from countries such as Libya and Japan. However, Mr. whelpton’s suggested condition that teachers in these schools must be fully bilingual may be unnecessary. For example, primary teachers can and do function with a smaller vocabulary than secondary teachers.
Secondly, it is doubtful that students will use English because they understand and accept the objective of "making English the language of the classroom" which is a rather Sterile motive. One reason that Canadian immersion programs work is because of the commitment to Whole Language Learning,, that is, children learn a language, (first or second), by using it to transmit or receive meaningful messages that am interesting, real and important.
They want to make their needs and desires known and to understand the world around them Immersion programs integrate language and content in an activity-based, child-centered manner so that the child is motivated to use the second language as a tool to transmit and receive messages related to social and academic interests. In addition the second language is modeled throughout the school, is encouraged and rewarded, and thus becomes the language of choice. It is not necessary to "abandon" Cantonese; an immersion program should provide some daily instruction in the first language.
Mr. Whelption’s third argument that all the students in one class need to be at approximately the same level of English proficiency when they switch to English is unrealistic and unprofitable. How does a teacher group children who have a huge vocabulary but poor grammar skills and others who have correct grammar but a poor vocabulary?
Also, suppose the students have similar language abilities but different learning styles! The odds are that a teacher, at any point in time, will be teaching at a level that is too difficult for one-third, too easy for one-third and appropriate for the final one-third of the students. Hence the concept of co-operative learning; students in heterogeneous groups with a mixture of personalities, talents and weaknesses (a more realistic reflection of life) learn better as they cooperate, instead of compete, and depend on each other for support and information.
This type of learning environment frees the teacher from the traditional lecturing mode in favor of circulating, monitoring and challenging the students to make use of their different experiences to expand their knowledge and skills.
I support immersion programs not simply so that Hong Kong remains "competitive as an international business center", but because children who learn a second language partake in an educational experience that expands their horizons in addition to their cognitive, social and affective capabilities; important goals of education indeed. (530) [br] According to the passage, which of the following may account for the success of Canadian immersion program?
选项
A、All the students readily accept the objective of making English the language of the classroom.
B、Students are motivated to use the second language to transmit and receive meaningful messages.
C、The first language of the students is used only when they are talking about their daily life.
D、The students are grouped in accordance with their language proficiency.
答案
B
解析
事实细节题。由第三段的第二句 One reason that Canadian immersion programs work’s because of the commitment to Whole Language Learning,that is,children learn a language,(first or second),by using it to transmit or receive meaningful messages that are interesting,real and important.可知Canadian immersion programs成功的原因之一就是孩子们之间的交流是有意义的、有趣的、真实的交流。所以B是正确答案。
转载请注明原文地址:https://tihaiku.com/zcyy/3286340.html
相关试题推荐
WhatwastheCanadians’attitudetowardsEskimosinthepast?[br]WhyistheFo
WhatwastheCanadians’attitudetowardsEskimosinthepast?[br]Accordingto
WhyImmersionTeachingWorksAsaCanadianimmersi
Since1971theCanadiangovernmenthasadoptedpolicyof______,recognizingtha
WhereisLakeLouiselocated?A、InthenorthernpartofCanada.B、OntheCanadian
Theold-agepaternalismofsouthernCanadiansoverEskimoshasdiedmoreslo
Theold-agepaternalismofsouthernCanadiansoverEskimoshasdiedmoreslo
Theold-agepaternalismofsouthernCanadiansoverEskimoshasdiedmoreslo
Theold-agepaternalismofsouthernCanadiansoverEskimoshasdiedmoreslo
Theold-agepaternalismofsouthernCanadiansoverEskimoshasdiedmoreslo
随机试题
Readthearticlebelowaboutcorporateculture.Choosethecorrectword
(1)SiliconValleyisamagnettowhichnumeroustalentedengineers,scienti
设f(x)为连续函数,且下列极限都存在,则其中可推出f′(3)存在的是()。
下列关于正常使用条件下,建设工程的最低保修期限表述错误()。A.基础设施工程、
我国第一次以法律的形式明确了教育的地位和作用,从而为教育事业的改革和发展提供了坚
如图所示,采用毕托管测量空气的流速,测量介质用水,现改为密度为水的0.8倍的酒精
最优证券组合()。A:是能带来最高收益的组合B:肯定在有效边界上C:是风险最
根据我国《建设工程施工合同(示范文本)》,因工程师原因致使承包人未能按约定时间
血中氧气的主要运输方式是A.形成氨基甲酸血红蛋白 B.与血红蛋白结合 C.物
某施工单位分别对两个建设单位的工程项目投标,但是,在提交标书时,不慎将两个项目的
最新回复
(
0
)