Teaching Languages Through Immersion.

Autor/in	Urbanski, Henry
Titel	Teaching Languages Through Immersion.
Quelle	(1984), (7 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Arabic; Chinese; College Second Language Programs; Communicative Competence (Languages); English (Second Language); French; German; Hebrew; Higher Education; Immersion Programs; Intensive Language Courses; Intercultural Communication; Italian; Japanese; Language Enrollment; Polish; Program Descriptions; Russian; Second Language Instruction; Spanish; State Universities; Student Motivation; Summer Programs; Weekend Programs; Yiddish + Suchen Sie Ihr Suchwort? Arabisch; China; Chinesen; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; Deutscher; Hochschulbildung; Hochschulsystem; Hochschulwesen; Immersionsprogramm; Intensivkurs; Sprachkurs; Interkulturelle Kommunikation; Italienisch; Japaner; Japanisch; Polnisch; Russisch; Fremdsprachenunterricht; Spanisch; Staatliche Universität; Schulische Motivation; Sommerkurs; Wochenendseminar
Abstract	In response to rapidly falling foreign language enrollments, the State University of New York College at New Paltz designed and actively promoted a language immersion program in the summer of 1981. The program consisted of instruction in twelve languages (Arabic, Chinese, English, French, German, Hebrew, Italian, Japanese, Polish, Russian, Spanish, and Yiddish) at four levels. Students could enroll in any one course or in a sequential combination of two-week sessions of five-day-a-week, five-hour-a-day instruction. Emphasis was on development of conversational ability in practical situations. Class size rarely exceeded twelve. Practice with recorded materials in the language laboratory or at home supplemented classroom work. In 1981-1984, almost 1500 students enrolled, coming from in-state, other states, and foreign countries. In 1981-82, in response to expressed student interest, a series of 12 weekend sessions was begun, each offering 15 hours of intensive language instruction. Student motivation for the short programs was found to be high, and many of the students have enrolled in regular session courses. One major problem in program development has been a scarcity of suitable instructional materials. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC