Learning in Two Languages: Examining Language Allocation Practices in Immersive Primary Education

A second language may be acquired in a variety of ways, but formal immersion education is an extremely effective method (Barac, Bialystok, Castro, & Sanchez, 2014, Nicolay & Poncelet, 2013, PuricÌ, VuksanovicÌ, & Chondrogianni, 2017). One question in the field of bilingual education has to do with the overall outcome for students who choose to participate in bilingual programs. Specifically, how do different practices regarding language allocation in the classroom (the one-subject, one-language rule and translanguaging) affect the cognitive, academic, and linguistic outcomes for students? Studies have demonstrated that a mismatch between languages in instruction and testing of material is problematic with bilinguals who are highly proficient in both their languages (Grabner, Saalbach, & Eckstein, 2012, Kempert, Hardy, & Saalbach, 2011, Marian & Fausey, 2006, Saalbach, Eckstein, Andri, Hobi, & Grabner, 2013, Van Rinsveld, Schiltz, Brunner, Landerl, & Ugen, 2016). However, following the one-subject, one-language rule in the classroom is not necessarily ecologically valid, as a competent bilingual must be able to access material in and switch between their two languages. Translanguaging may be a viable alternative, but it is at odds with what is known about cognitive processes involved in learning (GarciÌa & Lin, 2017). This paper examines these two pedagogies of language allocation from a psychological point of view to better understand the consequences of each. Research will be proposed that would provide evidence for the best language allocation practice that should be implemented in a primary (K-5) immersion classroom at each grade level