| Jennifer had always loved working crossword | | | | be influenced by skilled teachers guiding their daily |
| puzzles and taking vocabulary quizzes. She had | | | | activities. The camp structure lends itself nicely to |
| always had a special knack for understanding | | | | full immersion, as a student often attends for |
| English words and their meanings. She had a vast | | | | several days at a time, limiting outside influences |
| knowledge of grammar rules and had been a | | | | and distractions. |
| spelling bee champion three times. With her | | | | The second immersion exercise a teacher can |
| interest and skills rooted deeply in these areas, | | | | have students partake in is to watch movies or |
| she decided without much difficulty that she | | | | television programs which have been dubbed into |
| wanted to help others learn her native language. | | | | the language. This is a visual and auditory exercise |
| She took some classes on how to teach others a | | | | and it is thought to work best when a student |
| second language and, with the huge need for her | | | | has some familiarity with the movie or show |
| services, was able to begin working right away. | | | | context prior to viewing. Along these lines, |
| Her students ranged from the recently | | | | incorporating subtitles can be an interesting |
| immigrated, to foreign students studying in the | | | | exercise as well. The discipline of incorporating the |
| States, to older men and women who had long | | | | two learning methods of visual and auditory as |
| spoken another language as their primary method | | | | ways to comprehend provides a very integrated |
| of conversation. Apart from her one on one work | | | | approach to learning. |
| with her students, Jennifer incorporated a few | | | | The third immersion exercise which can have a |
| other immersion exercises into her teaching plans. | | | | positive effect on students is listening to music or |
| Her strategies were fun for her students but also | | | | other auditory tapes from the language being |
| very effective when it came to immersing her | | | | learned. Music in particular can be a very valuable |
| students in activities where they were required to | | | | tool for teaching. Language set to music can often |
| visually and mentally process language. There are | | | | be easily remembered and can be listened to |
| some really fun and easy immersion opportunities | | | | over and over again with ease and enjoyment. |
| which language teachers suggest their students | | | | The final immersion technique is to have students |
| explore to help them get a better grasp of the | | | | participate in study groups with other learners. |
| language they are learning. | | | | Group learning is an excellent tool as their peers |
| The first immersion opportunity a teacher can | | | | help each other learn by participating in |
| suggest to students is participation in a language | | | | conversations with one another and by studying |
| camp. Having a student get the opportunity to | | | | items and concepts together. Group learning |
| attend a language camp gives them a chance to | | | | provides a low stress environment and can build |
| participate in very focused and planned language | | | | camaraderie and friendships among those sharing |
| activities. They will be surrounded by a number of | | | | the same goal. |
| others who are learning as they are and they will | | | | |