Cover not available
Article published In:
Language Immersion Education: A research agenda for 2015 and beyond
Edited by Diane J. Tedick and Siv Björklund
[Journal of Immersion and Content-Based Language Education 2:2] 2014
► pp. 225–240

Classroom interaction in one-way, two-way, and indigenous immersion contexts

| University of Texas-Austin
| McGill University
| University of Kansas
How much and what kinds of classroom interaction best promote language and content learning in different immersion contexts? We review trends and major concerns for classroom interaction research in three language immersion contexts: two-way immersion, one-way immersion, and indigenous language immersion. Much of the research in two-way immersion contexts has focused on issues of equity in interaction. Research in one-way immersion contexts has primarily attempted to understand what kinds of interaction are most effective for L2 development, and how to teach students to interact in these ways. Driven by the urgency that accompanies efforts at language and culture revitalization, indigenous immersion research centers on the role of culture and community norms in classroom interaction. Despite the fact that research in these three contexts has focused on rather different issues, we draw cross-context conclusions, arguing that findings from these settings can and should inform each other.
Keywords: corrective feedback, immersion education, equity in interaction, classroom interaction, indigenous language revitalization
Published online: 12 September 2014
DOI logo
https://doi.org/10.1075/jicb.2.2.05pal
References (57)
Allen, P., Swain, M., Harley, B., & Cummins, J. (1990). Aspects of classroom treatment: Toward a more comprehensive view of second language education. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of second language proficiency (pp. 57–81). Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Angelova, M., Gunawardena, D., & Volk, D. (2006). Peer teaching and learning: Co-constructing language in a dual language first grade. Language and Education, 201, 173–190. DOI logoGoogle Scholar
Ballinger, S. (2013). Towards a cross-linguistic pedagogy: Biliteracy and reciprocal learning strategies in French immersion. Journal of Immersion and Content-Based Language, 1(1), 131–148. DOI logoGoogle Scholar
Ballinger, S., & Lyster, R. (2011). Student and teacher oral language use in a two-way Spanish/English immersion school. Language Teaching Research, 15(3), 289–306. DOI logo.Google Scholar
Bishop, R. (2003). Changing power relations in education: Kaupapa Māori messages for ‘mainstream’ education in Aotearoa/New Zealand. Comparative Education, 39(2), 221–238. DOI logoGoogle Scholar
Bouffard, L.-A., & Sarkar, M. (2008). Training 8-year-old French immersion students in metalinguistic analysis: An innovation in form-focused pedagogy. Language Awareness, 17(1), 3–24. DOI logoGoogle Scholar
Collier, V.P., & Thomas, W.P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1), 1–20.Google Scholar
Cook, V.J. (1991). The poverty-of-the-stimulus argument and multi-competence. Second Language Research, 7(2), 103–117. DOI logoGoogle Scholar
Delgado-Larocco, E.L. (1998). Classroom processes in a two-way immersion kindergarten classroom. Unpublished doctoral dissertation, University of California, Berkeley, CA.Google Scholar
de Jong, E.J. (2012). Teacher discourse and peer interaction in linguistically diverse classrooms. In Y. Bogum & H. Kim (Eds.), Teachers’ roles in second language learning: Classroom applications of sociocultural theory (pp. 191–212). Charlotte, NC: Information Age.Google Scholar
DePalma, R. (2010). Language use in the two-way classroom: Lessons from a Spanish-English bilingual kindergarten. Bristol: Multilingual Matters. DOI logoGoogle Scholar
Duff, P. (2007). Multilingualism in Canadian schools: Myths, realities and possibilities. Canadian Journal of Applied Linguistics, 101, 149–164.Google Scholar
Fitts, S. (2006). Reconstructing the status quo: Linguistic interaction in a dual-language school. Bilingual Research Journal, 30(2), 337–365. DOI logoGoogle Scholar
Fortune, T., Tedick, D., & Walker, C. (2008). Integrated language and content teaching: Insights from the immersion classroom. In T. Fortune & D. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 71–96). Clevedon, UK: Multilingual Matters. DOI logoGoogle Scholar
Freeman, R. (1998). Bilingual education and social change. Clevedon, UK: Multilingual Matters.Google Scholar
Genesee, F. (1987). Learning through two languages. Cambridge, UK: Newbury House Publishers.Google Scholar
Gort, M. (2008). “You give me idea!”: Collaborative strides toward bilingualism, biliteracy, and cross-cultural understanding in a two-way partial immersion program. Multicultural Perspectives, 10(4), 192–200. DOI logoGoogle Scholar
Gorter, D. (2013). Multilingual interaction and minority languages: Proficiency and language practices in education and society. Language Teaching. DOI logoGoogle Scholar
Grenoble, L., & Whaley, L. (2006). Saving languages: An introduction to language revitalization. Cambridge, UK: Cambridge University Press.Google Scholar
Hadi-Tabassum, S. (2006). Language, space and power: A critical look at bilingual education. Clevedon, UK: Multilingual Matters. DOI logoGoogle Scholar
Harley, B., & Swain, M. (1984). The interlanguage of immersion students and its implications for second language teaching. In A. Davies, C. Criper, & A. Howatt (Eds.), Interlanguage (pp. 291–311). Edinburgh: Edinburgh University Press.Google Scholar
Hirata-Edds, T., & Peter, L. (forthcoming). Multi-competence and endangered language revitalization. In V. Cook (Ed.), Handbook of linguistic multi-competence. Cambridge: Cambridge University Press. DOI logo
Hornberger, N.H. (2006). Voice and biliteracy in indigenous language revitalization: Contentious educational practices in Quechua, Guarani, and Māori contexts. Journal of Language, Identity & Education, 5(4), 277–292. DOI logoGoogle Scholar
Howard, E., Sugarman, J., & Christian, D. (2003). Trends in two-way immersion education: A review of the research (No. 63). Baltimore, MD: Johns Hopkins University.Google Scholar
LaPierre, D. (1994). Language output in a cooperative learning setting: Determining its effects on second language learning. Unpublished master’s thesis, University of Toronto, Toronto, ON.Google Scholar
Lee, J.S., Hill-Bonnet, L., & Raley, J. (2011). Examining the effects of language brokering on student identities and learning opportunities in dual immersion classrooms. Journal of Language, Identity, and Education, 10(5), 306–326. DOI logoGoogle Scholar
Leeser, M. (2004). Learner proficiency and focus on form in collaborative dialogue. Language Teaching Research, 8(1), 55–81. DOI logoGoogle Scholar
Lindholm-Leary, K. (2001). Dual language education. Clevedon, UK: Multilingual Matters. DOI logoGoogle Scholar
López, M.M., & Fránquiz, M.E. (2009). “We teach reading this way because it is the model we’ve adopted’: Asymmetries in language and literacy policies in a two‐way immersion programme. Research Papers in Education, 24(2), 175–200. DOI logo.Google Scholar
Lyster, R. (2007). Learning and teaching languages through content. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 281, 269–300. DOI logoGoogle Scholar
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 201, 37–66. DOI logoGoogle Scholar
Martin-Jones, M. (2000). Bilingual classroom interaction: A review of recent research. Language Teaching, 33(1), 1–9. DOI logoGoogle Scholar
May, S. (2013). Indigenous immersion education: International developments. Journal of Immersion and Content-Based Language Education, 1(1), 34–67. DOI logoGoogle Scholar
May, S., & Aikman, S. (Eds.). (2003). Indigenous education: New possibilities, ongoing restraints. Special Issue. Comparative Education, 39(2), 139–145. DOI logoGoogle Scholar
McCollum, P. (1999). Learning to value English: Cultural capital in a two-way bilingual program. Bilingual Research Journal, 23(2&3), 113–133. DOI logoGoogle Scholar
Meek, B.A., & Messing, J. (2007). Framing indigenous languages as secondary to matrix languages. Anthropology & Education Quarterly, 38(2), 99–118. DOI logoGoogle Scholar
Olmedo, I.M. (2003). Language mediation among emergent bilingual children. Linguistics and Education, 14(2), 143–162. DOI logoGoogle Scholar
Palmer, D. (2010). Race, power, and equity in a multiethnic urban elementary school with a dual-language “strand” program. Anthropology & Education Quarterly, 41(1), 94–114. DOI logoGoogle Scholar
. (2009). Middle-class English speakers in a two-way immersion bilingual classroom: Everybody should be listening to Jonathan right now... TESOL Quarterly, 43(2), 177–202. DOI logoGoogle Scholar
. (2008). Diversity up close: Building alternative discourses in the dual immersion classroom. In T. Fortune & D.J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 97–116). Clevedon, UK: Multilingual Matters. DOI logoGoogle Scholar
Palmer, D., & Martínez, R.A. (2013). Teacher agency in bilingual spaces: A fresh look at preparing teachers to educate Latina/o bilingual children. Review of Research in Education, 37(1), 269–297. DOI logo.Google Scholar
Pérez, B. (2003). Becoming biliterate : A study of two-way bilingual immersion education. Hoboken, NJ: Taylor and Francis. DOI logoGoogle Scholar
Peter, L. (2014). Language ideologies and Cherokee revitalization: Narratives of impracticality, legitimacy, and hope. Journal of Immersion and Content-Based Language Education, 2(1), 97–119. DOI logoGoogle Scholar
Peter, L., Hirata-Edds, T., & Montgomery-Anderson, B. (2008). Verb development by children in the Cherokee language immersion program, with implications for teaching. International Journal of Applied Linguistics, 18(2), 166–187. DOI logoGoogle Scholar
Philips, S.U. (1983). The invisible culture: Communication in classroom and community on the Warm Springs Indian Reservation. New York: Longman.Google Scholar
Potowski, K. (2004). Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. Modern Language Journal, 88(1), 75–101. DOI logoGoogle Scholar
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House Publishers.Google Scholar
. (1988). Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal, 61, 68–83. DOI logoGoogle Scholar
Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82(3), 320–337. DOI logoGoogle Scholar
. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 371, 285–304. DOI logoGoogle Scholar
. (2008). Lexical learning through a multitask activity: The role of repetition. In T. Fortune & D.J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 119–132). Clevedon, UK: Multilingual Matters. DOI logoGoogle Scholar
Swain, M., Brooks, L., & Tocalli-Beller, A. (2002). Peer-peer dialogue as a means of second language learning. Annual Review of Applied Linguistics, 221, 171–185. DOI logo.Google Scholar
Tedick, D.J., & Young, A.I. (2014). Fifth grade two-way immersion students’ responses to form-focused instruction. Manuscript submitted for publication.Google Scholar
Valdés, G. (1997). Dual language immersion programs: A cautionary note concerning the education of language-minority students. Harvard Educational Review, 67(3), 391–429. DOI logoGoogle Scholar
Wei, L. (2011). Multilinguality, multimodality, and multicompetence: Code- and modeswitching by minority ethnic children in complementary schools. Modern Language Journal, 95(3), 370–383. DOI logo.Google Scholar
Wilson, W.H., & Kamanā, K. (2011). Insights from indigenous language immersion in Hawai‘i. In D.J. Tedick, D. Christian, & T.W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 36–57). Bristol, UK: Multilingual Matters. DOI logoGoogle Scholar
Cited by (7)

Cited by seven other publications

Chen, Ya-Ling & Tien-Lung Tsai
2022. The influence of Hakka language immersion programs on children’s preference of Hakka language and cross-language. International Journal of Bilingual Education and Bilingualism 25:4 ► pp. 1501 ff. DOI logo
Huang, Becky H., Lisa M. Bedore, Rica Ramírez & Nicole Wicha
2022. Contributions of Oral Narrative Skills to English Reading in Spanish–English Latino/a Dual Language Learners. Journal of Speech, Language, and Hearing Research 65:2 ► pp. 653 ff. DOI logo
Ballinger, Susan
2021. Oral Corrective Feedback in Content-Based Contexts. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 539 ff. DOI logo
Redbird-Post, Melody
2019. Indigenous Language Revitalization in Early Care and Education: An Overview of the Available Literature. In Handbook of the Changing World Language Map, ► pp. 1 ff. DOI logo
Redbird-Post, Melody
2020. Indigenous Language Revitalization in Early Care and Education: An Overview of the Available Literature. In Handbook of the Changing World Language Map, ► pp. 1695 ff. DOI logo
Turner, Marianne
2019. Use of Languages Across the Curriculum. In Multilingualism as a Resource and a Goal, ► pp. 45 ff. DOI logo
Tedick, Diane J. & Pamela M. Wesely
2015. A review of research on content-based foreign/second language education in US K-12 contexts. Language, Culture and Curriculum 28:1 ► pp. 25 ff. DOI logo

This list is based on CrossRef data as of 14 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.