Editing Language immersion (section)

== Types of instruction ==
* In ''foreign language experience or exploratory'' (FLEX) programs, students are exposed to a different language(s) and culture(s) in the classroom. A small percentage of class time is spent sampling one or more languages and/or learning about language and so proficiency in the target language is not the primary goal.<ref name=":22">{{Cite book|title=Linguistics in the World : Introducing Second Language Acquisition : Perspectives and Practices|last=Hummel|first=Kirsten M.|publisher=Wiley-Blackwell|year=2013|isbn=9780470658031|location=Somerset, US|pages=41–50}}</ref> The goals of the program are to develop careful listening skills, cultural and linguistic awareness, and interest in foreign languages for future language study, as well as to learn basic words and phrases in one or more foreign languages.<ref name=":22" /><ref name=":2">Andrade, C., & Ging, D. (1988). "Urban FLES models: Progress and promise." Cincinnati, OH and Columbus, OH: Cincinnati Public Schools and Columbus Public Schools. (ERIC Document Reproduction Service No. ED 292 337)</ref>
* In ''foreign language in the elementary schools'' (FLES) programs, students focus on listening, reading, writing and speaking in the target language.<ref name=":22" /> In contrast to FLEX programs, proficiency in the target language is the primary goal, but a secondary goal is to expose students to the foreign language’s culture.<ref name=":22" /><ref name=":2" />
* In ''submersion'' programs, bilingual students generally receive all of their instruction in their L2. Such programs are often referred to ''sink-or-swim'' programs because there is little support for the students' L1.<ref name=":02">Cummins, J. (2009). [http://www.gaelscoileanna.ie/assets/Bilingual-and-Immersion-Programs.pdf Bilingual and Immersion Programs]. ''The Handbook of Language Teaching''. Malden, MA: Wiley-Blackwell.</ref>
* In ''two-way immersion'' programs, also called dual- or bilingual immersion, the student population consists of speakers of two or more languages. Two-way immersion programs in the US promote L1 speakers of a language other than English to maintain that language as well as to teach English as a second language (ESL).<ref name=":13">{{Cite book|title=Bilingual Education & Bilingualism S. : Language and Identity in a Dual Immersion School|last=Potowski|first=Kim|publisher=Multilingual Matters|year=2007|isbn=9781853599446|location=Clevedon, GB|pages=1–11}}</ref> In addition, such programs allow L1 speakers of English to be immersed in a “foreign language acquisition environment.”<ref name=":22" />
* In ''early-exit'' programs, bilingual students transition from a bilingual program to a mainstream classroom at an early age (around 7 or 8).<ref name=":02" /> Such programs are supported by the belief that bilingual children will benefit the most from transitioning into a mainstream classroom as early as possible.<ref name=":02" />
* In ''late-exit'' programs, bilingual students transition from a bilingual program to a mainstream classroom at a later age (around 10 or 11).<ref name=":02" /> Such programs are supported by the belief that bilingual children will do better academically from being supported in both languages.<ref name=":02" />

===Location===
People may also relocate temporarily to receive language immersion, which occurs when they move to a place (within their native country or abroad) where their native language is not the majority language of that community. For example, Canadian anglophones go to Quebec (see [[Explore (education)|Explore]] and [[Katimavik]]), and Irish anglophones go to the [[Gaeltacht]]. Often, that involves a [[homestay]] with a family that speaks only the target language. Children whose parents emigrate to a new country also find themselves in an immersion environment with respect to their new language. Another method is to create a temporary environment in which the target language predominates, as in linguistic [[summer camp]]s like the "[[English village]]s" in South Korea and parts of Europe.

Study abroad can also provide a strong immersion environment to increase language skills. However, many factors may affect immersion during study abroad, including the amount of foreign-language contact during the program.<ref>{{Cite journal|last=Wilkinson|first=Sharon|date=Fall 1998|title=On the Nature of Immersion During Study Abroad: Some Participant Perspectives|url=http://files.eric.ed.gov/fulltext/EJ608215.pdf|journal=Frontiers: The Interdisciplinary Journal of Study Abroad|volume=4 |issue=2|pages=121–138|doi=10.36366/frontiers.v4i1.65|doi-access=free}}</ref> To impact competence in the target language positively, Celeste Kinginger notes, research about language learning during study abroad suggests "a need for language learners' broader engagement in local communicative practices, for mindfulness of their situation as peripheral participants, and for more nuanced awareness of language itself.”<ref>{{Cite journal|last=Kinginger|first=Celeste|date=2011-03-01|title=Enhancing Language Learning in Study Abroad|journal=Annual Review of Applied Linguistics|volume=31|pages=58–73|doi=10.1017/S0267190511000031|s2cid=145004869 |issn=1471-6356}}</ref>