A study of the Impact of Total Immersion and Total Instruction Strategies and the

attitude of Iraqi EFL pupils towards both

by

Dr. Bushra Sadoon Mohammed Alnoori

College of Education, Ibn Rushd for Human Sciences, Iraq

alnooribushra@yahoo.com

Abstract

Teaching foreign language implies teaching by instructing about the language in a classroom
as understood by most individuals in the non-native English speaking communities.
However, researches in language learning over several decades has shown that first language
is learnt in a natural way since very early age and it is the best way of learning language.
Hence, immersion in language creates a natural environment for language earning.
Experiments have been conducted on total immersion or partial immersion. While immersion
provides a real life environment, instruction is a completely teacher controlled way of
delivering second or foreign language content. This paper is an attempt to compare the
impact of total immersion versus total instruction in primary level Iraqi school and the
attitude of the pupils towards both the methods. A purposive sample of 60 pupils was selected
for the experiment and divided into two groups. One group was taught through total
immersion and the other through total instruction methods. The performance was compared
statistically. A list of similar questions was answered by pupils in both the groups which
reflected their attitude towards the different strategies. The results showed a mixture of
reactions. Pupils in the total immersion group performed better than their counterparts in the
total instruction group.

Key words: immersion, total, partial, instruction, performance

Section 1

1.1: Introduction

The increasing importance of English in the world of commerce and social media has made it

essential for people all over the world to acquire at least working knowledge of the language.

The greatest difficulty is experienced in countries where English is not the native language.

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The local languages and their structures vary from country to country; in some languages,

transfer of principles proves to be helpful but some languages are entirely different from

English. Various methods are tried out to make the learning of English simple, joyful and

purposeful. Yet, no universal approach has yet been discovered and experiments continue to

take place.

There are four language skills namely, listening, speaking, reading and writing. This is the

natural order in which these skills are acquired in the first language or mother tongue.

However, teaching of English begins with the reading skill in most countries where it is

taught as a foreign language. Change in this order of language skills has hampered the

learning of skills. The chief effect found is that pupils fail to acquire the speaking skill in

these circumstances. Speaking is a productive skill and requires confidence on the part of the

speaker. An unexplained fear of producing a foreign language especially in the presence of

others exists among most learners of English as a foreign language. Although writing is

considered to be the most advanced and difficult language skill, in case of foreign language

learners, they struggle more with the speaking skill. In view of this, the researcher tried to

experiment with the conventional classroom instruction method and its effectiveness in

comparison to total immersion in which natural conditions for language learning are created.

1.2 Significance of the study

Most experiments in language learning are carried out in methods and strategies employed in

classroom setting. Classroom setting is necessarily a formal setting. In some schools, the

medium of instruction may not be English. English is only taught as a second language or

foreign language. Even if the medium of instruction in English the use of English is limited.

It is mostly used for teaching school subjects and for other academic purposes. There are

various reasons for this. Quite often, teachers are not competent enough to use English

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constantly. Sometimes, pupils fail to understand English and misinterpret important

instructions or notices. Sometimes, teachers are compelled to use regional language in order

to explain some difficult concepts. Some teachers teach school subjects through English but

prefer to use the regional language in the campus and outside the classrooms.

Hence, for the most part, English is taught through instruction by following a particular

approach and adopting a relevant method or strategy. Both teachers and pupils seem to be

inclined towards this system. The teachers particularly find it convenient.

However, the researcher has different views about language learning and teaching. We learn

our mother tongue (MT) in a natural way. MT is acquired as a result of a basic need for

communication. It is an unconscious process. One acquires a MT easily and smoothly at a

very young age because one is completely immersed in that language.

On one hand, the effectiveness of total immersion is proved beyond doubt, in case of MT

acquisition. On the other hand EFL teachers have the alternative of instruction. This study is

significant because it tries to compare the effectiveness of both options when applied to EFL

leaners. A comparative study will lead to a better understanding of the usefulness of

immersion in an EFL classroom. The study also helps to understand whether pupils are more

comfortable with instruction or immersion ta the primary level of schooling. The study also

throws some light on difficulties that may be encountered while implementing both types of

strategies.

Various studies have been conducted separately on total instruction, total immersion and

partial instruction or immersion. The speciality of this study lies in a comparison of the two

strategies and the inclination of pupils towards one of them. The same content was used in

this study for both the methods for pupils in the same class and studying at the same level.

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This helped to understand the comparative effectiveness of both methods when set against

each other. There are also several studies that deal with part immersion and part instruction.

1.3 Aims

 To plan and prepare a program for total immersion in a classroom situation

 To plan and prepare a program for total instruction for the same content

 To test the effectiveness of both the programs

 To compare the results of both the programs

 To investigate the comfort and convenience of pupils regarding total instruction and

total immersion.

1.4 Limits

 The research is limited to EFL pupils of level 5th primary in Iraq.

 The study investigates the effectiveness of total instruction and total immersion

only with respect to the development of speaking skill.

 The effect of both methods is studied in a purely formal classroom setting.

1.5 Hypothesis

Pupils pursuing English as a foreign language master the speaking skills better with total

immersion rather than total instruction.

1.6 Procedure

The experiment was conducted in a primary school in Iraq. 60 pupils were divided into two

groups consisting of 30 pupils in each group. One group was taught using the conventional

instruction method. The same content was delivered to the other group through total

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immersion. The study continued for one week in both the groups simultaneously because it

takes time and practice to acquire speaking skill.

A similar test was administered to both the groups after completion of the program. The

results were compared statistically by calculating the standard deviation and t-score. A

questionnaire containing 10 questions was answered by pupils in both the groups. The results

were converted into percentage score.

The results of the performance test and the questionnaire were compared in order to arrive at

a final conclusion.

Section 2

Theoretical background and review of Related Literature

2.1 Immersion

The term ‘immersion’ with respect to language learning was coined by Keith Baker and

Adriana de Kanter in a 1983. Immersion programs that exist today originated in Canada in

the 1960's, when middle-class English speaking parents wanted their children to be taught

French through the experimental technique of language immersion. The idea behind total

immersion is to create a natural environment for language learning as exists in case of the

MT. MT is acquired unconsciously, without any over efforts by every individual as a result of

total immersion in the language. A child is exposed to the MT from all sides and gets a lot of

valuable language input through immersion. The idea behind total immersion technique is to

make second language learning as natural as possible. If there is total immersion, language

learning will be meaningful and realistic. In total immersion, there is no use of any other

language except the target language. Whether it is for the purpose of teaching various school

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subjects or for general communication purpose, only the target language is used with an

assumption that the need for communication will enable pupils to understand and

communicate in the language. The attempt is to make second language learning similar to

acquisition of MT. The reason why teaching in EFL classrooms does not succeed as expected

is that there is limited language input provided in the class through limited, pre-defined

content. Immersion strategy provides abundant input of a large variety. In total immersion the

learners are compelled to process the input the way they process their MT. Hence the results

are as good as MT acquisition.

Immersion is of different types depending upon the duration for which a learner is immersed

in the target language. In total immersion, pupils spend 100% of their class time in the target

language. The goal of Total Immersion is to encourage students to get used to using their

second language casually and within spontaneous conversation, rather than planned sentences

that are learned off by heart. The second type is Partial Immersion, which is where 50% of

class time is spent learning the language. The remaining time is spent in the MT and / or

instruction in order to get the benefit of both. Immersion that begins at an early age that is

between 4 to 6 years is called early immersion. In Middle immersion, pupils start learning a

second language when they are 7 to 10 years of age. In Late immersion, the second language

learning takes place at the age 11 to 14 years. In this study, there is Middle immersion as the

subjects are 5th grade pupils who are in the age group 7 to 10 years.

Immersion is not as much a method of second language teaching as it is a pedagogical approach

that promotes second language learning. Immersion programs are designed to create the same

kinds of conditions that exist in natural settings.

Immersion implies deep mental involvement in language. Immersion promises quick results.

It not only takes care of appropriate communication and fluency but also a proper accent.

Language-immersion instruction consists of language lessons embedded in the content. It

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includes functional usage of the language, academic language, authentic language, and

sociocultural correct language. Hence, all aspects of language are taken care of. Unlike a

conventional foreign-language classroom, the immersion setting provides more opportunities

to teach students colloquial language. Immersion techniques also introduce the community’s

cultural and social contexts in a meaningful way. It is particularly important that immersion

teachers connect classwork with real-life experiences. For example, students should learn

when to say, "so, how’s life?” and when to say, "I’m glad to meet you sir". They should be

able to decide when to say, " Brrrrr…..it's freezing out here" and when to note, "today's

temperature is fifteen degrees below the average mean temperature for this time of year." By

applying a broad range of communication styles, instructors instil the expectation that

students will use the language in real-life situations as well as in their studies.

While using the immersion strategy teachers must select the content carefully. The input must

be comprehensible and digestible as per the age group of pupils. Pupils must be exposed to

new words and sentence patterns in contexts that facilitate comprehension. Teachers must

incorporate new words and patterns in familiar contexts so that pupils keep on learning them

and proceed to the next stage, gradually attaining fluency.

We can conclude the following characteristics of immersion technique:

 It is different from conventional classrooms. Immersion can take place anywhere, not

just in the classroom but on the playground, in the laboratory, in the library or in the

computer room. The target language can be embedded in the content of any other

school subject.

 Immersion strategy can sometimes help to achieve great heights in language

acquisition which is not possible through traditional methods.

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  Pupils do not get an opportunity or time to think about grammar and rules; they are

completely immersed in the target language and are engaged in its use.

 It tries to create a natural language learning environment which is considered to be the

best and most workable model known till date.

 It is necessary to keep the pupils engaged in the target language for a certain number

of hours regularly. It is time consuming compared to other techniques but worthwhile.

2.2 Instruction

Instruction is a traditional way of teaching not just language but all other academic subjects.

This is a teacher centred method. The content, method of teaching and teaching aids are all

planned and decided by the teacher. The teacher delivers the content in the way he/she thinks

appropriate from the point of view of learners. The classroom sessions are pre-planned. There

is limited active or verbal participation of learners because the focus is on the teacher’s

instruction. Grammar and rules are taught with limited number of examples. Hence, the input

is limited and controlled by the teacher. Pupils do not get much opportunity for using the

target language except for responding to the teachers or answering their questions. Language

is partly embedded in the content and partly taught explicitly. Instruction is more or less like

the grammar-translation method with the difference that the teacher may not necessarily use

the MT.

When a second language is taught entirely through instruction it can happen only in a

classroom setting. The method is formal and instructional.

2.3 Differences between instruction and immersion

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While instruction can take place only in a classroom setting, immersion has more scope even

outside the classroom. Immersion is learner centred while instruction is teacher centred. In

the instruction method, pupils are passive learners while in immersion strategy, pupils are

completely and actively involved in learning. In instruction, the classroom activities are

completely controlled by teachers. Pupils are free in immersion strategy use. In instruction

method, the input content is selected by the teacher and delivered as per plan. In immersion,

there is more input of greater variety and pupils decide or unconsciously, absorb the input for

processing. They have no opportunity to fall back on the MT so they struggle with the FL and

try to master it. Instruction has little variety and is likely to become mechanical and

monotonous. Immersion is lively and real. Instruction focuses on reading and writing as there

is little opportunity for oral practice. Immersion provides scope for developing speaking skill

and communicative competence. Instruction is good for academic language while immersion

is a better choice for colloquial language development.

2.4 Review of related literature

Most studies conducted on immersion or instruction strategies for language development are

related to bilingual contexts.

Gitz Fitzgerald ( 1995) conducted a review to characterize research and portray findings on

ESL reading instruction in the United States. The research on ESL reading instruction can be

said to have considerable breadth, but little depth. However, some important facts emerged

from the review. Research contributed little clarification on issues surrounding the role and

timing of native-language reading instruction and ESL reading instruction for ESL reading

achievement. Instruction targeting specific student knowledge, such as vocabulary

knowledge, background knowledge, and text-structure knowledge, was generally effective.

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There was a paucity of information about important issues related to ESL reading in teacher

materials.

“Between 1979 and 2008, the number of school-age children (ages 5-17) in the United States

who spoke a language other than English at home increased from 3.8 to 10.9 million, or from

9 to 21 per cent of the population in this age range” (Pascopella, Angela, 2011). School

districts that have strategically planned to address the needs of ELL students. Each of the

districts had its own approach, and some used a combination of programs. This article

describes Kent's sheltered instruction, Dallas' dual language program, Washington County's

best practices and Tucson's English immersion program.

According to Jones Eric ( 2007) “One-to-one computing, laptop learning, technology

immersion: such initiatives are gaining momentum--and sparking excitement and

controversy--in middle level and high schools, but the key to their success is more than

cutting-edge technology.” His article describes the strategies adopted by the district to put

instruction ahead of technology. Rather than simply learning the basics of how to use a

technology tool, teachers learn how to use the tool to improve teaching and learning in their

classrooms. Training is embedded in instruction, not isolated from it, and is driven by the

skills that teachers need to use the technology in the classroom, not by the technology itself.

Birgit Harley ( 2008) conducted a research in order to investigate the effects of instructional

strategies and SLA in early French immersion. Examining the role of instruction in second

language acquisition includes not only a detailed account of what aspects of SL are affected

but also a clear idea of what is meant by instruction. In this paper the potential of various

instructional strategies for promoting SLA among child second language (L2) learners is

considered in relation to empirical findings in early French immersion programs. Several

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principles are proposed concerning the what, when, and how of code-focused L2 instruction

in a communicatively oriented school-based acquisition context.

Section 3

Methodology

3.1 Data Collection tools

Three topics were selected for setting up communication among the pupils in both groups. In

one group, the pupils were taught through instruction. A test was administered to the pupils

after four days of instruction and two days of practice. In the second group, the pupils were

immersed in the target language that is English for a period of four days and the same three

topics were repeatedly initiated by the teacher. The pupils continued to be immersed with

occasional changes in the topics for the next two days. The same test was administered to the

second group. The scores of pupils in both groups were compared statistically. A

questionnaire consisting of 10 questions were answered by pupils in both the groups in order

to understand their attitude towards the different strategies used in the classroom. The scores

were converted into percentages for the purpose of analysis.

Table 1: Table showing the design of the study

Groups Treatment Dependent variable

Instruction strategy Use of total Mean score in test

group instruction

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Immersion strategy Use of total Mean score in test

group immersion

3.2 Participants and Implementation

60 pupils from MarYouhannah Alhabeeb Primary School in Baghdad Al-Rusafa

The level Fifth Primary were selected for the study. The experiment was conducted in the

academic year 2017-18. The pupils were divided into two groups consisting of 30 pupils in

each group. The experiment was conducted for 6 days. The strategy was implemented in each

group for 4 days and they were given two days for practice. One more day was required for

the test and for answering the questionnaires.

3.3 Details of implementation in both groups

Day 1: Topic 1

Day 2: Topic 2

Day 3: Topic 3

Day 4: All 3 topics

Days 5 and 6: Practice and questionnaire

Section 4

Data analysis

4.1 Results of common test in conversation

Table 2: Table showing scores in common test conducted post implementation of strategies

Groups N Mean SD t- score

Total immersion 30 70.87 6.01 10.19

group (p< 0.05)

Total instruction 30 54.53 6.39

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group

The table clearly shows that pupils in the immersion group performed much better than their

counterparts in the Total Instruction group. The t-score also reveals that the difference

between the performances of the two groups is significant. This shows that total immersion is

a successful strategy for developing the speaking skills of EFL pupils.

4.2 Attitude of pupils towards Total Immersion and total instruction

The following table shows the questionnaire presented to the students and their responses,

with a view to understand their opinions and attitude towards total immersion and total

instruction.

No. Question Mean out of 5 Mean out of 5

Total Total
Immersion Instruction
1 The method helped me to improve speaking skill 2.5 3.0
2 I was able to select appropriate responses in topic 1 3.0 3.0
3 I was able to select appropriate responses in topic 2 4.0 3.0
4 I was able to select appropriate responses in topic 3 3.5 3.1
5 I was able to ask questions that came to my mind 4.0 3.5
6 I was able to understand what was spoken to me 4.0 2.2
7 My confidence increased 4.5 2.5
8 There was no difference in my speaking ability 2.0 2.0
9 I was praised / appreciated by the teacher 4.6 3.0
10 I was encouraged to try and communicate in English 2.4 3.0

It is evident from the above table that the responses are mixed. A considerable number of

pupils in both groups agreed that instruction as well as immersion helped them to improve

their speaking skills. This indicates that pupils do have a favourable opinion about instruction

strategy. Responding to statements or questions in case of all 3 topics was satisfactorily

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achieved by pupils in the total immersion group compared to pupils in the total instruction

group. Understanding of language was certainly better in case of total immersion group. The

pupils in this group also gained more confidence than their counterparts in the total instruction

group. It is surprising that the same number of pupils in both groups opined that the strategies

employed in their groups failed to make any difference in their speaking ability. Majority of

pupils from the total immersion group were happy for being praised or appreciated by their

teacher regarding their performance in speaking skill. However, lesser pupils were

encouraged to use English for communication in the total immersion group.

SECTION 5

Discussion, Conclusion, suggestions and recommendations

5.1 Results and discussion

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Fitzgerald, J. (1995). English-as-a-Second-Language Reading Instruction in the United States: A

Research Review. Journal of Reading Behavior, 27(2), 115–152.

Successful Strategies for English Language Learners

Pascopella, Angela
District Administration, v47 n2 p29-30, 32, 41-44 Feb 2011
Harley, B. (1993). Instructional Strategies and SLA in Early French Immersion. Studies in

Second Language Acquisition, 15(2), 245-259.

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