Are Immersion Programmes Appropriate for Students with Special Needs?

Abstract

Foreign language immersion programmes are programmes of second language study in which the target language is the medium, rather than the topic, of instruction. Students enrolled in such programmes are thus exposed to the second language in all content areas throughout the school day, with the exception of native language arts instruction. Early immersion programmes begin in Kindergarten or Grade One or their equivalents. Late immersion programmes begin in junior high school or high school or their equivalents (Met, 1993). Research into the efficacy of immersion programmes has produced mixed results. Some studies have shown that immersion programme students achieve near-native profiency (e.g., Pawley, 1986; MacFarlane Wesche, 1995). Others, however, suggest that students in immersion programmes do not approach native-like proficiency (e.g., Lyster, 1987). While these studies have yielded a great deal of information about language acquisition in immersion programmes, they have focused on regular-education students. Little information on the suitability of immersion programmes for special-needs students, particularly those with language deficits, is available. This paper seeks to fill this gap in our understanding about immersion programmes. First, background information on immersion programmes is provided. Here it will be argued that, while certainly not perfect, these programmes are successful in helping regular-education students achieve high (though not native-like) levels of second-language proficiency. Next, the question of the suitability of immersion programmes for special-needs students, particularly those students with language deficits, will be raised. A study bearing on this question will then be presented. In this study, US immersion programmes were assessed as to the level of services they provide to special-needs students, their instructional adaptations and the success of their students. Finally, results of this study, together with conclusions and implications for immersion programmes and for the education of children with language deficits will be presented.