Advantages of Immersive Language Learning and Techniques for Development
The Secret Technique?
As an English teacher, I was often asked, ‘What is the optimal method for learning English?
Regardless of their background or level, all students were eager to know the answer. From busy bankers in Santiago, Chile, to teenagers in language centers in Bogotá and Phnom Penh, and even kids in UK summer language schools, they all sought a method to magically accelerate their language learning.
The response I often gave was not always what the students expected. It wasn’t a specific set of grammar exercises, a handy mobile app, or a remarkable textbook. The answer was simple, but not necessarily easy: ‘To learn a language, immerse yourself in it and practice using it. Speak, listen, respond, and communicate.’ This reply was often met with disappointment, as the solution was straightforward but difficult to achieve.
My recommendation for immersive communication as a language-learning approach was not based solely on my CELTA training or MA in Applied Linguistics studies. I strongly endorse this method because I have personally experienced its effectiveness. I learned my first two foreign languages by living in the respective countries and it was not until I attended an international university where English was a daily necessity that I truly became proficient in it.
What do the studies reveal?
Numerous studies demonstrate that students who experience immersive exposure to the language they are learning, such as through a bilingual immersion program or study abroad, exhibit increased fluency levels (Cummins, 2009; Kinginger, 2011; Wilkinson, 1998) particularly when motivation to learn and understand the language is strong. This motivation is driven by the desire to connect with or understand the culture of the target language.
Our innate desire for emotional and social connection drives us to acquire a foreign language when placed in environments where such connection can only be achieved through it. This is why language learning in a country where the language is spoken is so effective; it provides a complete immersive experience. Many communicative language lessons strive to recreate this immersion through relevant context, plentiful exposure to the second language (L2), and emotional involvement.
Immersive language experiences have proven effective for students of all ages, but can produce remarkable results in children. The ‘critical period hypothesis’ (CPH) in second language acquisition research posits that there is a specific time period, typically in childhood, during which full native proficiency can be achieved by learning a language in a linguistically rich, immersive environment. This has not been observed in adult language learners.
The critical period hypothesis (CPH) is not universally accepted and has been challenged (Vanhove, 2013). Numerous studies, however, support the idea that children are better able to learn a language intuitively through communication rather than through rigid rule-based learning, and that early language exposure leads to success and confidence later in life (Abrahamsson and Hyltenstam, 2009; Birdsong, 2009; DeKeyser, 2012).
What are some ways to create immersive language-learning experiences?
Not everyone can travel or study abroad for a long time to improve their English. Fortunately, in today’s world where globalization and technology intersect, there are many opportunities for learners to be exposed to English in different settings. These include, among others:
- Watching movies and videos
- Listening to music
- Participating in online video discussions
- Joining online conversations
- Taking part in English-language webinars and online classes
- Playing English-language video games.
The latest offering in the world of English language learning is the Minecraft world “English Adventures,” specifically created for young learners aged 8-11. This immersive experience is designed using vocabulary and structures aligned with the A1-A2 level of the Common European Framework of Reference for Languages (CEFR) and offers a rich language environment for learners to engage in.
English Adventures- our innovative Minecraft world – offers learners, especially those aged 8-11, an authentic language learning experience. It’s designed using vocabulary and language structures that are accessible to students at A1-A2 levels of the Common European Framework of Reference for Languages (CEFR). In this world, learners can interact with English in a way that is within their grasp and if they don’t understand something, they can clarify it just like in real life. This creates a perfect environment for immersive and emotionally engaging learning.
Dive into our Minecraft world and let your child experience authentic language learning.
Nourish your child’s English learning experience like never before with English Adventures, a cutting-edge world crafted by renowned English assessment specialists and Minecraft. Immerse your young learners in an unforgettable journey of language development beyond the confines of the traditional classroom.
Source
The following sources are cited in the study of age and second language acquisition:
- Abrahamsson, N and Hyltenstam, K (2009) – “Age of onset and nativelikeness in a second language: Listener perception versus linguistic scrutiny” in Language Learning
- Birdsong, D (2009) – “Age and the end state of second language acquisition” in The new handbook of second language acquisition
- Cummins, J (2009) – “Bilingual and Immersion Programs” in The Handbook of Language Teaching
- DeKeyser, R (2012) – “Age effects in second language learning” in The Routledge handbook of second language acquisition
- Kinginger, C (2011) – “Enhancing Language Learning in Study Abroad” in Annual Review of Applied Linguistics
- Robson, A L (2002) – “Critical/Sensitive Periods” in Child Development
- Vanhove, J (2013) – “The critical period hypothesis in second language acquisition: a statistical critique and a reanalysis” in PLOS ONE
- Wilkinson S (1998) – “On the Nature of Immersion During Study Abroad: Some Participant Perspectives” in Frontiers: The Interdisciplinary Journal of Study Abroad.
