Skoči na glavni sadržaj

Prethodno priopćenje


Mariann Skog-Södersved ; Humanistische Fakultät, Universität Vaasa, Vaasa, Finnland

Puni tekst: njemački pdf 327 Kb

str. 132-139

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In many countries of the word several languages coexist side by side. Communication even within single states alone thus creates a need for competence in more than one language. However, learning a second language usually places a heavy load on the learner.
In the 1960s a language learning method by immersion was developed in Canada. The same method of early total immersion was introduced in Vaasa/Vasa, Finland some twenty years ago. Immersion can be described as an enriching model for promoting bi- or multilingualism. The first language of the pupils is the majority language of their region or country and their second language, the language of immersion, is a minority language enjoying high status in the region.
In Finland early total immersion starts on the kindergarten level. From the outset only Swedish is spoken with the Finnish-speaking children. During their compulsory 9 years of school the children receive more than fifty percent of their instruction in a language other than their mother tongue. This language is used as the instrument for all kinds of activity and the pupils can take responsibility for their own learning.
With the help of immersion functional bilingualism can be achieved and the children get to know not only their own culture but also that of the second language. In addition it appears that immersion teaching has a generally positive effect on achievement also in other subjects than the second language itself. It is therefore worth considering whether the effective application of language immersion in other European countries might not be a good way to achieve working multilingual proficiency and the recognition of language diversity as a major European cultural asset.

Ključne riječi

multilingualism, language learning method, bilingualism, immersion

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