What can EFL teachers learn from immersion language teaching?

Mangubhai, Francis (2005) What can EFL teachers learn from immersion language teaching? Asian EFL Journal, 7 (4). pp. 203-212. ISSN 1738-1460

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Abstract

Immersion language teaching has developed techniques that enable teachers to make their subject matter, through a second language, more comprehensible. It is argued in this article that EFL teachers can also use techniques used by immersion language teachers in their classrooms. In doing so, teachers will increase the amount of input in the SL provided to their students, make their classroom rich with comprehensible input and thus potentially achieve a better language outcome. The techniques that are briefly discussed and examples provided are: Questioning downward, rephrasing, recasts, modelling or demonstrating, and the use of visuals and realia.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © Asian EFL Journal Press 2005. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior written permission of the Asian EFL Journal.
Depositing User: epEditor USQ
Faculty / Department / School: Current - USQ Other
Date Deposited: 11 Oct 2007 00:31
Last Modified: 12 Sep 2013 23:23
Uncontrolled Keywords: immersion teaching; language teaching; communicative language teaching; english as a first language teachers; EFL teachers
Fields of Research (FOR2008): 20 Language, Communication and Culture > 2003 Language Studies > 200302 English Language
13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
20 Language, Communication and Culture > 2003 Language Studies > 200399 Language Studies not elsewhere classified
Socio-Economic Objective (SEO2008): C Society > 95 Cultural Understanding > 9502 Communication > 950202 Languages and Literacy
URI: http://eprints.usq.edu.au/id/eprint/889

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