Contact UsSEARCH

Site Map

EFFECTIVENESS OF DUAL IMMERSION PROGRAMS

JUNE, 2012: BREEZE ISSUE #56
A FREE MONTHLY E-NEWSLETTER FOR FRIENDS OF JAPAN & TEACHERS OF JAPANESE
Effectiveness of Japanese-English Dual Language Immersion Programs in the U.S.
Phase 1: Case Study – Japanese Language Curriculum and Its Outcomes –Hitomi Oketani, Ph.D.
Professor
Eastern Michigan University
This Case Study is a part of a larger scope of project (EMU-JASSEM Project) which we (1) Investigate whatways of curriculum are the most effective in regards to teach Japanese language to children who study atJapanese-English Dual-Language Immersion Programs in the U.S., and (2) Investigate whether there are
any causal factors influencing Japanese language achievement and academic development. Although theclassroom observations and interviews to teachers and/or administrations of different types of JapaneseEnglish immersion schools only included a limited number of schools in this case study, all programs
achieved highly academically. We could observe that there is not much difference in Japanese language
outcomes among different types of dual language immersion programs (one-way partial immersion, oneway total immersion or two-way immersion programs). This is mainly because each school has different
perspectives towards student outcomes of Japanese language. Most of their concern is students’
academic achievement rather than Japanese language achievement. In addition, lack of student
enrolment, limited budget, and student individual aspects such as behavior and discipline problems,
create different causal factors for schools to have difficulty in maintaining or developing students’Japanese language skills. However, at least the following aspects were confirmed across programs.
1. Parental involvement is crucial to the program (e.g. homework, reading support, school activities andevents);
2. Teachers’ high expectation to students are critical;
3. Strong leadership with good knowledge on bilingual/multilingual education, is present;
4. Teacher’s instruction is developmentally appropriate (e.g. learner’s current stage of language
development, age, conceptual development, ability, attention span, special aids);
5. Teacher’s Instruction is student-centered, content-based, thematic approach and stimulating
students’ motivation to the real world;
6. Collaboration among teachers themselves (articulation, across curriculum) as well as collaboration
among teachers, parents, school administrators, are crucial for students’ Japanese and English
language development and academic success.
Privacy - Terms

Each individual student’s success is the main agenda for schools. School programs that are committed tocaring, developing, and engaging all students at all levels are crucial for our facing Era of Inclusion . A key
part of that commitment is to secure, maintain and develop diverse students and community that can help
us meet the continually evolving needs of our society. To reinforce the commitment, in this case study, weinvestigated the most effective process, strengthened pedagogy, and its implementation. Going forward,
we hope that our findings may provide helpful insight for well-designed teaching and schooling towards
educating better globally competent citizens.

Breeze #62

Breeze #61

Breeze #60

Breeze #59

Breeze #58

Breeze #57

Breeze #56

Effectiveness of Dual Immersion Programs2012 JET-MIP ListBreeze #55

Breeze #54

Breeze #53

Breeze #52

Breeze #51

Privacy - TermsHeadquarters

New York Office

Center for Global PartnershipJapan Related Links

Volunteer

ボランティア募集

Job Openings (Updated)

5700 Wilshire blvd, Suite 100
Los Angeles, CA 90036
P. 323.761.7510

Annual Report© 2019 The Japan Foundation, Los Angeles
Web Design.

Privacy - Terms