Understanding immersion pedagogy

It's been interesting to think about the structure of immersion programs, although they differ from classroom to classroom, there is a basis of understanding immersion pedagogy. In coming across and reading the article, "Canadian bilingual program teachers’ understanding of immersion pedagogy: A nexus analysis of an early years classroom" (2018), I was able to look into the structure of immersion pedagogy as understood by other teachers. The article provides the basis of immersion pedagogy while also providing examples of teachers in Immersion classrooms and their teaching practice. 
There is an emphasis on the importance of scaffolding in language learning, as explained when the article states, "Scaffolding involves the teacher instructing, modelling, and demonstrating the task, followed by guided practice. Through this guided practice, teacher assistance is gradually withdrawn as the child moves toward independence" (Dressler, 2018. p. 180).
This proves to be especially important in language learning, particularly at the beginning of the process with little or no previous language exposure.

The article provides examples of teachers in a German Immersion school and outlines specific strategies used to support the immersion process. They outline in one strategy in particular through a "physical hygiene activity" where the teacher provides vocabulary through music and gets students to draw on previous knowledge and exposure to the language. I can relate to these ideas since my strategies stem from the same concept of finding relevant topics that all students can relate to and finding ways to engage the students in processing new language structure and making connections to their own experiences. They explained how they asked relevant questions and provided modelled language to have the students able to engage and respond back using known vocabulary.

The article also discusses the discouragement of translation to avoid usage of any language other than the target language. It discusses this idea when it states, "The nexus of practice demonstrates teachers’ openness to flexible bilingualism strategies expressed as empathy with the students’ emotional well-being during language learning" (Dressler, 2018. p. 187).
I found this interesting since it challenges the popular idea that immersion programs should be monolingual in the target language without any reference to the students' first language. I agree with this idea of prioritizing the students emotional well-being and expressing empathy in their process, especially with young students. I think that there is more harm than good in creating a stressful environment for our students, even if it accelerates their language learning process. To me, the most important aspect of my classroom is creating a safe, inviting and comfortable space where the learning is student-centred. At times, this means that the language regulation is less rigid, and I've come to be more flexible with it.




Reference:

Dressler, R. (2018). Canadian bilingual program teachers’ understanding of immersion pedagogy: A nexus analysis of an early years classroom. Canadian Modern Language Review. Retrieved from: https://journals-scholarsportal-info.proxy.queensu.ca/details/00084506/v74i0001/176_cbptuoaoaeyc.xml