The increasing use of immersive virtual reality (VR) in English as a foreign language (EFL) education has generated growing interest in its potential to support learner engagement and skill development. However, empirical evidence explaining how engagement in VR-based learning relates to perceptual, motor, and cognitive skills remains limited. This study investigated the structural relationships among VR engagement, perceptual skills, motor skills, and cognitive skills in an EFL context. Data were collected from EFL learners who participated in VR-based English learning tasks and were analyzed using structural equation modeling with SPSS (v27) and AMOS (v24). The measurement model demonstrated acceptable reliability and validity for all constructs. The structural model revealed that VR engagement was a significant predictor of perceptual, motor, and cognitive skills, with the strongest effect observed for cognitive skills. These findings indicate that learner engagement plays a central role in shaping how VR-based activities are experienced and perceived in language learning contexts. The study contributes to immersive language learning research by offering a process-oriented account of VR use that emphasizes engagement as a key mechanism rather than treating technology as an isolated factor. Pedagogical implications highlight the importance of designing VR language tasks that foster active participation and sustained involvement.

Dual language bilingual education (DLBE) and Dual Language Immersion (DLI) programs have burgeoned, yet studies, policies, and program models remain overwhelmingly centered on Spanish as the partner language. This leaves DLBE and DLI in less commonly taught languages (LCTLs) profoundly underrepresented—particularly LCTLs that are typologically, scriptually, and culturally distant from English. This qualitative case study addresses this gap by examining an elementary-school Urdu–English DLI program serving a Pakistani-American community in the U.S. Drawing on 18 months of a research-practice partnership and guided by Hornberger’s (2004) continua of biliteracy, we analyze how the school community navigates systemic constraints and instructional needs in the absence of established models for Urdu. Findings reveal both convergence with DLBE research based on more commonly taught languages—such as flexible language allocation, capacious teacher agency, and purposeful translanguaging—and new insights unique to LCTL contexts, including challenges in addressing biscriptual literacy development and the heightened burden placed on teachers as curricular and assessment designers. By theorizing the realities of LCTL implementation, this study contributes timely insights for the design of inclusive, equitable, and sustainable DLBE programs that can serve diverse linguistic communities who remain sorely underrepresented and underserved in current education and research.

ABSTRACT This study examines the potential of drama to influence language choice among students in Irish language immersion settings in Ireland. Using drama strategies like role replacement, teacher-in-role, and role-in-the-bag, the workshops aimed to simulate scenarios that required the use of language in contexts relevant to socializing outside of school. Research tools included before-and-after Likert scale and written response surveys. Findings showed that while a large majority of students reported very rarely using Irish socially outside of school – and half believed nothing could change this – a substantial portion (32%) in the post-program survey stated that regular workshops like the ones in the study could shift their language choices outside of school. Students found the workshops more enjoyable and emotionally engaging than typical school lessons; they demonstrated increased motivation to speak and decreased language anxiety. These results affirm existing scholarship on the affective and motivational benefits of drama in language learning and suggest that in-school pedagogical interventions hold promise in supporting the goals of language revitalization. Further research is needed to assess the long-term impact of such interventions on language choice, both in Irish-medium contexts and in other minority language settings.

ABSTRACT Despite the abundant research comparing Content and Language Integrated Learning (CLIL) and non-CLIL outcomes in monolingual school contexts, evidence from multilingual settings, particularly those combining CLIL with minority language immersion programmes, remains scarce. This study addresses this gap by examining the written production of primary school learners of English as a third language, considering also the role of socio-economic status (SES) in such multilingual settings. 101 young learners (age 10.9) enrolled in two Basque immersion schools participated in this study. One school implemented a CLIL (English) approach in three subjects (5 sessions) alongside three sessions per week of English as a Foreign Language (EFL). The non-CLIL school provided five weekly EFL sessions. Learners’ written productions were assessed for content, organisation and language. Results revealed that CLIL students outperformed non-CLIL peers in language use, while no significant differences were found for content and organisation, suggesting possible cross-linguistic transfer. Despite a higher SES in the non-CLIL school, the CLIL programme appeared to mitigate the impact of lower SES on language use. Our findings highlight the potential of CLIL to enhance written linguistic proficiency and alleviate SES disparities in multilingual settings.

This study investigated perceptual near transfer across the domains of language and music by examining how early exposure to a tonal language influences musical pitch perception in young children. Previous research has found a tonal language advantage in musical pitch perception in children, but this work often does not account for cultural and cognitive differences among participants. To address this, we compared musical pitch perception of U.S. kindergarten and 1st grade children enrolled in Mandarin immersion education to their peers in traditional English-only education at the same school. This design allowed us to assess the emergent effects of early tonal language exposure on musical pitch perception with a culturally similar comparison group. Inclusion of a working memory measure provided the ability to account for cognitive differences as well. Results indicated that children enrolled in Mandarin-immersion education demonstrated higher Mandarin lexical tone discrimination accuracy and greater musical pitch sensitivity relative to their peers in traditional English-only education, even when differences in working memory were controlled for. Critically, mediation analyses showed that lexical tone accuracy for the most discernable condition statistically mediated the association between immersion education and musical pitch sensitivity. These results provide support for language-to-music perceptual transfer grounded in shared pitch-processing and highlight the potential of tonal language immersion education to enhance perceptual abilities that benefit learning music. SUMMARY: Compared musical pitch perception of young US children enrolled in Mandarin-language immersion education to their peers enrolled in English-only education at the same school. Mandarin-immersion education is associated with children's enhanced ability to discriminate musical pitch, even when differences in working memory are controlled for. Mediation analyses revealed lexical tone accuracy for the most discernable trials mediated the relationship between immersion education and musical pitch sensitivity. These results provide support for language-to-music perceptual near transfer, grounded in shared pitch-processing mechanisms.

Immersion language teaching has unique value and characteristics, which is rooted in the language's own characteristics and can save time and effort to cultivate students' foreign language proficiency. This paper proposes a new online university English teaching model, which utilizes the virtual reality features of the metaverse to build an interactive immersive learning environment for English education. Six classroom transcripts were selected as examples of the study lessons, which were analyzed quantitatively by S-T analysis, time series analysis, and the improved Flanders Interaction Analysis System and. The results of the study show that the effect of immersive learning environment on language learning has a certain relationship with the cognitive ability of individuals, and the fluctuation of the speech ratio between the teacher and the students in different teaching sessions is small, and the average Ch value of the lesson cases is 0.4080, and the overall teaching mode of the course is presented as a dialogic teaching mode, which proves that the immersive language learning environment designed in this paper is able to improve the interaction in the teaching of English.

The development of coherent speech is one of the most essential aspects of language learning, especially in foreign language groups where learners are exposed to a non-native linguistic system. This article examines how the language environment influences the formation and improvement of coherent speech skills. It explores theoretical perspectives, types of language environments, key factors affecting speech development, and practical strategies to enhance communicative competence. The findings highlight that a rich, interactive, and immersive language environment significantly contributes to learners’ ability to produce structured, meaningful, and fluent speech.

Review of Marshall & Bokhorst-Heng (2025): Teachers as Mediators in Language Immersion Education: Navigating Ideologies, Cultures and Identities

ABSTRACT Latinx communities in Texas have historically been punished for their language in schools; today, that same language is uplifted, yet often in ways that individualize its value rather than acknowledge the structural conditions that shaped its marginalization. Using diversity, equity, and inclusion (DEI) as an analytical frame, this case study examines how white, affluent parents in a Central Texas district perceive the role(s) of DEI within a Spanish/English two-way dual language immersion program. Drawing on thematic analysis of 17 semi-structured interviews (13 unique parents) across three “wall-to-wall” elementary schools, three themes emerged: 1) diversity creates a setting for inclusion, 2) inclusion creates opportunities to obtain perceived outcomes, and 3) equity provides resources individually rather than systematically. These perceptions demonstrate how DEI can detach equity from its structural and historical grounding while leaving whiteness intact.

The Journal of Immersion and Content-Based Language Education (JICB)invites research and theoretical papers related to all levels (from pre-Kindergarten to university) of language education contexts in which language is used as the vehicle to teach subject matter content, including but not limited to: bi- and multilingual education; all forms of language immersion education that strive for additive bilingualism; subject-matter driven minority, heritage, and Indigenous language education; dual language education; content-based language instruction (CBI); content and language integrated learning (CLIL); English-medium instruction (EMI); language across the curriculum; sheltered English as a second language (ESL); language for specific and academic purposes. More details can be found in the general submission guidelines.JICB editors welcome submissions that report on empirical research and/or offer theoretical discussions, with a preference for innovative submissions that push the field forward and generate new knowledge. The content of the journal is geographically broad and multidisciplinary (e.g., education; applied linguistics; anthropology; sociology; psychology; speech, language, hearing sciences; language policy and planning; etc.). The JICB supports the use of a wide range of research methodologies (qualitative, quantitative, mixed methods, action research).Peer Review Policy: All articles submitted to this journal undergo rigorous peer review, based on initial editor screening and blind review by at least two anonymous referees.JICB publishes its articles Online First.Social media presence: https://bsky.app/profile/jicbsocial.bsky.social

This study integrates the SAMR model (Substitution, Augmentation, Modification, Redefinition) with AI-driven e-learning to develop a unified online-offline academic English framework for mechanical engineering students in China’s new engineering education context. Specific AI applications include: substitution-level AI grammar checkers and vocabulary apps, augmentation-level adaptive algorithms delivering real-time feedback, modification-phase automated essay scoring and speech recognition for multidimensional assessment redesign, and redefinition-stage AI-generated VR simulations for immersive language practice. Using a mixed-methods approach—pre/post-tests, technology fluency evaluations, and focus groups—the research demonstrates that this framework significantly enhances students’ academic English proficiency, critical thinking, and interdisciplinary communication skills. Results confirm substantial gains in engagement and satisfaction, highlighting AI’s transformative role in redefining pedagogical paradigms for engineering education.

The conflict in Ukraine has led to the displacement of millions of children and their mothers, posing an unprecedented challenge to host countries such as Spain. The aim of this paper is to analyse the perceptions of refugee children and their mothers of Ukrainian origin on the social and educational factors that influence their reception process in the Spanish education system. A qualitative approach was adopted, with 26 participants, 13 mothers and 13 children aged between 8 and 15 years. The results obtained were classified inductively into three categories of analysis: barriers to educational inclusion, facilitators of educational inclusion and suggestions for improving this process. As a strength, the commitment of the actors involved was demonstrated by an unprecedented protective response. However, significant barriers were identified in relation to language immersion, the attention and understanding of teachers and classmates, the workload of the school and the invisibility of their circumstances and needs, which compromised the process of welcoming refugee minors. In conclusion, all social and educational agents should contribute to an effective response to the migration paradigm, for which it is essential to guarantee the fulfilment of the right to quality education for all minors.

Abstract This study investigates the impact of learning contexts on the usage patterns of verbs and verb argument structure constructions (VACs) in L2 spoken production, comparing English as a Foreign Language (EFL) and English as a Second Language (ESL) learners. Analyzing spoken corpus data from 400 participants, we examined verb–VAC associations, semantic cohesion, and verb diversity. Results reveal that compared to EFL learners, ESL learners demonstrate significantly stronger verb–VAC associations, higher semantic cohesion within VACs, and a trend towards greater verb diversity. These findings suggest that immersive language environments facilitate the development of more native-like representations of verbs and VACs. We discuss these findings in connection with both usage-based theories of language acquisition and the noisy representations account.

This study investigates the educational expectations of a middle-class family in Taiwan and how they align with their child’s English classroom performance. Using a qualitative case study approach, the researcher conducted English classroom observations and parents’ interviews over a two-year period, focusing on a primary school student’s English learning. The findings reveal a multifaceted educational approach that goes beyond mere academic achievement. Parents in this study actively invest in creating a structured, immersive language environment at home, demonstrating a clear transmission of cultural capital that aligns with Bourdieu’s concept of habitus and Lareau’s strategy of concerted cultivation. Their expectations for their child’s learning transcend basic skills, emphasizing the pursuit of higher-order thinking, creativity, and thoughtful expression. Additionally, they place significant value on the child’s learning attitude and character, focusing on behaviors like diligence and respect. While the student’s performance largely reflected these high expectations—showing active participation and strong language skills—there were occasional gaps in meeting the parents’ demand for “perfection” and “deep thinking.” This highlights the complex interplay between parental expectations, individual student traits, and environmental factors. The study concludes that middle-class educational strategies not only reproduce cultural capital but also cultivate specific learning behaviors and attitudes, offering valuable insights into the social reproduction of educational advantages in a Taiwanese context.

ABSTRACT Despite the growing presence of Dual Language Immersion (DLI) programs across the United States, challenges persist in ensuring implementation that meets the needs of diverse learners and communities. A key issue is the disconnect between program design and the lived experiences of parents, whose perspectives are often underrepresented in discussions about DLI implementation. This qualitative study is driven by the question in what ways do parents navigate the tensions between their values and the realities of bilingual education implementation? Using semi-structured interviews and thematic analysis, the findings show the perspectives of four parents from varied linguistic, cultural, racial, and geographic contexts, including monolingual and bilingual parents, parents born in the United States, immigrants, White, Hispanic, and living in Texas, New Mexico, California, and Minnesota. The findings present what parents value as participants in these programmatic initiatives and other factors influencing how DLI is implemented. Emphasis is given to the role of stakeholder communication, contextual adaptability, parental education, and advocacy. By centering on parental perspectives, this study offers valuable insights for educators, policymakers, and communities striving to optimize DLI implementation and create more inclusive multilingual learning environments.

This study examines the pedagogical and methodological framework adopted by Dr. F. Abdul Rahim in his renowned instructional series Duroos al-Lughah al-ʿArabiyyah li-Ghayr al-Nāṭiqīn bihā. The research aims to analyze the linguistic, educational, and instructional principles underlying this widely used work, particularly in the context of teaching Arabic to non-native speakers. The series has gained significant recognition, especially at the Islamic University of Madinah, where it has been extensively utilized in Arabic language programs. Employing a descriptive and analytical methodology, the study explores the structural organization of the series, its systematic and gradual presentation of linguistic components, and its emphasis on immersive language acquisition without reliance on a mediating language. Special attention is given to the integration of grammar, vocabulary, and communicative practice within carefully structured lessons that promote progressive language mastery. The findings indicate that the effectiveness of Dr. Abdul Rahim’s methodology stems from its successful combination of classical Arabic authenticity with contemporary language-teaching strategies. By maintaining fidelity to traditional grammatical foundations while incorporating modern pedagogical principles, the series provides a balanced and practical approach to language instruction. Consequently, Duroos al-Lughah al-ʿArabiyyah stands as a highly influential and effective model in the field of teaching Arabic as a foreign language, contributing significantly to the development of structured Arabic language pedagogy for non-native learners.

ABSTRACT This article introduces the concept of a Globalized Acceptance to examine how language immersion education operates through school choice. Drawing on qualitative data from an elementary Mandarin immersion program, this study analyzes how a school markets a foreign language program that attracts middle-class families. Rather than prioritizing a language that reflects the existing student population, the school promotes Mandarin Chinese as a symbol of global opportunity. Language becomes a classed commodity that signals elite cultural capital rather than a practical communication method. This study contributes to our understanding of educational markets by showing how immersion programs may translate globalization into an educational asset that is unevenly distributed.

Learning English as a second language presents difficulties in educational contexts with limited exposure to the language, which mainly affects the development of oral skills. In this context, the present research aimed to analyze the role of artificial intelligence as a language immersion environment for learning English in A2+ level students. The study was developed using a mixed methodological approach and a quasi-experimental design with a pretest-posttest scheme applied to a single group, formed through intentional non-probabilistic sampling. With the aim of strengthening listening comprehension and oral expression, the pedagogical proposal consisted of implementing AI-based tools such as chatbots, voice recognition systems, and adaptive learning platforms in a planned manner. The results showed significant progress in the students' language proficiency, as post-test scores demonstrated higher performance levels. Likewise, through the analysis of qualitative and perceptual data, a high degree of motivation, more active participation, greater autonomy in learning, and decreased anxiety when speaking English were observed. The effectiveness of artificial intelligence as an environment that promotes language immersion was corroborated by triangulating quantitative and qualitative data. In conclusion, artificial intelligence acts as an innovative, relevant, and feasible pedagogical alternative that strengthens the teaching and learning of English as a second language, especially in environments where opportunities for real immersion are limited.

Against the backdrop of the national strategy for educational digitalization, the integration of artificial intelligence (AI) with English language teaching (ELT) has become a significant driver of educational transformation. Using CiteSpace as a visualization tool, this study conducted a systematic analysis of journal articles indexed in the China National Knowledge Infrastructure (CNKI) database from 2013 to 2025. The findings reveal that this field is experiencing rapid development, with current core research directions focusing on personalized learning path design, immersive language environment construction, and data-driven intelligent teaching evaluation. The application of generative AI models—such as intelligent writing evaluation systems and AI conversational partners—is profoundly reshaping teaching models and methodologies. However, the study also identifies several challenges: a limited volume of high-quality studies, a lack of methodological diversity, and insufficient coverage of research subjects. Looking ahead, future research should emphasize a teaching transformation orientation, deepen the practical application of big data in specific instructional scenarios, and strive to build a human-AI collaborative teaching ecology to address challenges related to semantic understanding, data privacy, and the preservation of humanistic care in education.

Bilingual education programs, including immersion language programs, are rapidly increasing in U.S. schools. Although multi-tiered systems of support frameworks have been modified to include bilingual approaches, facets of data-based decision making such as expected reading fluency growth have yet to be fully explored in these contexts. This brief report describes oral reading fluency growth rates across languages for English-speaking German immersion learners across grades 1 ( n = 143), 2 ( n = 145), 3 ( n = 202), and 4 ( n = 201). These growth rates were compared to publisher-provided oral reading fluency growth rates for monolingual ELs. For English-speaking German immersion learners, oral reading fluency growth rates in English were initially substantially slower than oral reading fluency growth rates for monolingual ELs. However, English oral reading fluency growth rates increased such that immersion learners achieved similar levels of oral reading fluency in English toward the end of fourth grade. Oral reading fluency growth rates in German peaked in second grade, after which they slowed down considerably. Results suggest that for bilingual learners in diverse language learning environments, including additive ones such as immersion, and potentially subtractive ones such as transitional bilingual programs, local reading fluency growth rate norms are required to accurately identify students who are making expected reading growth.