The English immersion programme in the German-speaking part of Switzerland sees various school subjects being taught at upper secondary school level through the medium of English. The aim of this study was to ascertain how the language needs of teachers are currently being met, what language problems teachers have and how future teachers could become more proficient before starting to teach immersively.
The aim of this study was to ascertain how the language needs of teachers are currently being met, what language problems teachers have and how future teachers could become more proficient before starting to teach immersively. A qualitative action research study in the form of lesson observations and semi-structured interviews with eight purposefully selected immersion teachers from four different schools produced the following results. Teachers were more or less compelled to decide for themselves what action was required to advance their level and stressed the inadequacy of the Cambridge Proficiency Exam when it came to improving subject-specific and classroom English. The most common language problems cited by immersion teachers encompassed speaking spontaneously and using classroom English. Even though these experienced teachers were now comfortable with their language level, they stressed the need for the following in order to improve teachers' language proficiency before joining the programme: language support not only at the start but also throughout the programme, shadow-teaching opportunities in the Anglosphere, attending specific courses on classroom English, and going on their own immersive language stay extending over several months. Thus, I propose that the educational authorities should adopt a more structured evaluation, testing both general and classroom English and provide consequent training recommendations. In addition, teachers should have access to an English teacher or assistant whom they can contact primarily for proofreading and receiving feedback on lessons.
Table of Contents
1 INTRODUCTION
2 IMMERSION EDUCATION
2.1 BACKGROUND AND DEFINITIONS
2.1.1 CLIL VERSUS IMMERSION
2.1.2 ORIGINS OF IMMERSION PROGRAMMES IN CANADA
2.1.3 TYPES OF IMMERSION
2.1.4 THE SPREAD OF IMMERSION INTO SWITZERLAND
2.2 APPROACHES TO TEACHING IN IMMERSION SETTINGS
2.2.1 CORE FEATURES OF IMMERSION
2.2.2 RESEARCH IN SUPPORT OF IMMERSION
2.3 CHALLENGES OF IMMERSION TEACHING
2.3.1 SHORTCOMINGS IN STUDENTS' PRODUCTIVE SKILLS
2.3.2 LACK OF IMMERSION TEACHERS
2.3.3 IMMERSION TEACHER TRAINING
2.3.4 LANGUAGE REQUIREMENTS FOR IMMERSION TEACHERS
2.3.5 LANGUAGE DEMANDS OF ENGLISH IMMERSION TEACHING IN SWITZERLAND
2.4 SUMMARY
3 DESIGN OF THE STUDY
3.1 METHODS AND METHODOLOGY
3.1.1 QUALITATIVE ACTION RESEARCH
3.1.2 LESSON OBSERVATIONS
3.1.3 SEMI-STRUCTURED INTERVIEWS
3.2 PURPOSIVE SAMPLING
3.2.1 SELECTION OF PARTICIPANTS
3.2.2 SUMMARY OF PARTICIPANTS
3.3 DATA COLLECTION
3.3.1 PREPARATION
3.3.2 LESSON OBSERVATIONS
3.3.3 SEMI-STRUCTURED INTERVIEWS
3.4 DATA ANALYSIS
3.4.1 LESSON OBSERVATIONS
3.4.2 SEMI-STRUCTURED INTERVIEWS
4 FINDINGS
4.1 LESSON OBSERVATIONS
4.2 SEMI-STRUCTURED INTERVIEWS
4.2.1 LANGUAGE EXPERIENCE
4.2.2 OBSERVED LESSON
4.2.3 LANGUAGE REQUIREMENTS FOR TEACHING IMMERSIVELY
4.2.4 LANGUAGE SUPPORT TOWARDS THE START OF THE PROGRAMME
4.2.5 PRESENT DAY SUPPORT AND TRAINING
4.2.6 CURRENT LANGUAGE DEMANDS
4.2.7 RECOMMENDATIONS
5 DISCUSSION
5.1 LANGUAGE EXPERIENCE AND TRAINING PRE-IMMERSION
5.2 OBSERVED LESSONS
5.3 LANGUAGE REQUIREMENTS, CONCERNS AND SUPPORT
5.3.1 REQUIREMENTS
5.3.2 CONCERNS
5.3.3 SUPPORT
5.4 TEACHER RECOMMENDATIONS
5.5 RESEARCH QUESTIONS
5.6 TRUSTWORTHINESS AND LIMITATIONS OF DATA
5.7 SUGGESTIONS FOR FURTHER STUDY
6 CONCLUSIONS AND RECOMMENDATIONS
Research Objectives and Topics
This dissertation investigates the language demands placed on teachers within English immersion programmes in German-speaking Switzerland. The primary goal is to determine how current language needs are being addressed, identify specific language challenges encountered by teachers, and propose effective strategies to improve the language proficiency of future immersion educators.
- The current language needs and support structures for immersion teachers in Switzerland.
- Identification of linguistic challenges during classroom instruction.
- Evaluation of pre-service and in-service training for immersion teaching.
- Development of recommendations for educational authorities to improve immersion programme management.
Excerpt from the Book
1 INTRODUCTION
Strategically placed at the heart of Europe and with four national languages of its own, Switzerland has an impressive history of learning other languages. However, only after World War II did the importance of English in Switzerland start to increase as a result of it becoming widely used for:
international communication in business, finance, science and technology, international relations, diplomacy and military missions, higher education and research, sport, design and fashion, all forms of mass media, the entertainment industry, and travel and tourism. (Mackenzie 2009: 223)
In turn, the global spread and commodification of English has not gone unnoticed by the Swiss educational authorities who introduced an English immersion programme in 2001 comprising content-based learning at Swiss upper secondary schools. According to Jansen (2007: 13):
[i]mmersion lessons are lessons in which English is not taught as a subject in its own right but where English is used solely as a medium to deliver the subject. The main focus lies on the teaching of the subject competence and not the language competence; the lessons are orientated towards meeting the learning goals of the subject, which is partially taught and developed through English. (My translation)
Summary of Chapters
1 INTRODUCTION: This chapter provides the context for the study, outlining the rise of English in Switzerland and the subsequent implementation of immersion programmes, while defining the research motivation and structure.
2 IMMERSION EDUCATION: This section reviews relevant literature on immersion pedagogy, its history in Canada and Switzerland, core characteristics, and the inherent challenges regarding teacher training and linguistic requirements.
3 DESIGN OF THE STUDY: This chapter details the qualitative action research methodology, including the selection of eight teachers, the process of lesson observations, and the use of semi-structured interviews for data collection.
4 FINDINGS: This section presents the empirical data gathered from the research, focusing on teachers' personal experiences, language requirements, training efficacy, and the actual language demands faced in the classroom.
5 DISCUSSION: This chapter critically analyses the findings in relation to the research questions, reflecting on the current state of language support and the professional realities for teachers in the programme.
6 CONCLUSIONS AND RECOMMENDATIONS: This final chapter synthesises the research insights and provides actionable recommendations for educational authorities, such as the introduction of structured evaluations and enhanced teacher support systems.
Keywords
English immersion, Switzerland, CLIL, teacher language demands, language proficiency, action research, subject-specific English, classroom English, immersion teacher training, educational authorities, pedagogical support, language guidelines, teacher professionalism, linguistic challenge, quality assurance.
Frequently Asked Questions
What is the primary focus of this research?
This work examines the language demands placed on teachers working in English immersion programmes within the upper secondary school system in German-speaking Switzerland.
What are the core thematic areas?
The research explores the intersection of content-based instruction and the language proficiency required by teachers, focusing on their experiences, existing training, and the support systems available to them.
What is the central research question?
The study primarily asks how the language needs of English immersion teachers are being met, what challenges they face in the classroom, and how future teachers can be better prepared.
Which methodology is used?
The author employs a qualitative action research approach, utilising lesson observations and semi-structured interviews with eight selected immersion teachers from four different schools.
What is covered in the main section?
The main section documents the findings from interviews and observations, covering topics such as pre-immersion training, current language demands, teacher concerns, and the adequacy of institutional guidelines.
Which keywords characterize this work?
Key terms include English immersion, teacher language proficiency, qualitative action research, Swiss secondary education, and pedagogical support structures.
How do Swiss teachers typically enter these immersion programmes?
Often, teachers are recruited from existing subject-specialist pools; while some may hold a Cambridge Proficiency Exam (CPE) certificate, many rely on subject expertise and "learning by doing" with limited initial language-specific training.
What is the most significant recommendation made by the teachers interviewed?
Teachers strongly recommend more structured language support, such as having access to English assistants for feedback, dedicated time for language immersion, and the adoption of an immersion-specific placement evaluation rather than generic proficiency exams.
- Citar trabajo
- Colin Browne (Autor), 2012, The Language Demands of Immersion Teaching from the Teacher's Perspective in German-Speaking Switzerland, Múnich, GRIN Verlag, https://www.grin.com/document/282454
