The Future of Immersion Education: An Invitation to 'Dwell in Possibility'

D.J. TEDICK, D. CHRISTIAN and T.W FORTUNE

Introduction

In Pathways to Multilingualism: Evolving Perspectives on Immersion Education, Fortune and Tedick (2008) argued that the three immersion program types – one-way (foreign language), two-way (bilingual) and indigenous language immersion – have much in common despite their different contexts. They proposed that there is much to be gained from 'cross-fertilization' of ideas and practices across program types and social contexts. This volume builds on those themes by describing the practices and policies that characterize a variety of immersion programs. In this introductory chapter, we reiterate the definition of immersion, describe the three program types and offer a brief overview of the volume's chapters. We then speak to the continued growth of immersion worldwide, acknowledge that many challenges persist and conclude with a call for immersion scholars and practitioners to imagine and embrace possibilities for strengthening immersion education to increase its impact and better achieve its goals.

Defining immersion

Language immersion education falls within the more encompassing category of bilingual education when referred to from the international perspective. In the United States, we have adopted the term dual language education to describe programs that adhere to the principles of additive bilingualism and biliteracy and cultural pluralism. The three immersion programs identified above comprise three of four dual language program types. The fourth is developmental/maintenance bilingual education, that parallels one-way foreign language immersion in that it targets learners with similar linguistic and cultural backgrounds, in this case language minority learners.

Originating in Canada in 1965 and now found worldwide, one-way (foreign language) immersion programs enroll linguistically homogeneous students who are typically dominant in the majority language and have no or minimal immersion language (IL) proficiency on program entry. One-way programs aim to (1) develop additive bi/multilingualism and bi/multiliteracy, (2) ensure that learners achieve academically and (3) foster the development of intercultural understanding.

Two-way (bilingual) immersion (TWI) programs, initiated in the early 1960s (Ovando, 2003) and predominantly found in the United States, differ from one-way immersion primarily in the student population. They bring together language minority and language majority learners to be instructed in and to learn each others' languages (e.g. Spanish/English or Chinese/English) and work toward immersion goals of additive bi/ multilingualism and bi/multiliteracy, academic achievement and cross-cultural understanding.

Indigenous language immersion programs are designed to revitalize endangered indigenous cultures and languages and promote their maintenance and development. They typically enroll children with indigenous heritage, though increasingly attracting some nonheritage learners. These programs are one-way or two-way depending on their student population. Besides reclaiming Native peoples' cultural identity, they strive for academic achievement and additive bi/multilingualism and bi/ multiliteracy. Indigenous immersion is becoming increasingly common around the world, notably in Oceania, Scandinavia, North America and South America. Just as indigenous communities have embraced immersion to restore Native identity and reverse language shift (Baker & Jones, 1998; Fishman, 1991), so too have autochthonous minority language communities such as the Basque, Irish and Welsh, to name a few.

At least 50% of subject-matter instruction must be taught through the IL for the program to qualify as immersion, and some immersion programs maintain or surpass 50% of IL instructional time from elementary through the end of secondary school. In the United States, secondary continuation programs offering a minimum of two year-long subject-matter classes in the IL still receive the immersion designation, however (Fortune & Tedick, 2008; Met & Lorenz, 1997). While some postsecondary programs exist (e.g. Burger et al., Chapter 7 and Wilson & Kamana, Chapter 3), there are as yet no guidelines to specify how much time the IL must be used for subject-matter instruction in order for a program to be considered immersion at this level.

Overview of the volume

This volume showcases the immersion program types described above (Table 1.1). It is divided into four sections, each providing studies, literature reviews or descriptions of at least two of the three program types. The first section, Practices in Immersion Program Design, includes descriptions of Swedish immersion (Bjorklund & Mârd-Miettinen), Hawaiian immersion (Wilson & Kamana) and two-way Spanish/English immersion charter programs (Zehrbach). The second, Immersion Program Outcomes and Implications for Practice, summarizes research on Chinese/English twoway...