TOEFL Preperation: Second Language Immersion

Mariana Abuan and Ryan Toth 

TOEFL Preparation: Second Language Immersion


Second language immersion is found in ESL, sheltered content, and adjunct classes.  In these classes, the input is still adjusted to the students’ needs, but their first languages and cultures are often very different (unlike foreign language immersion).  The students are considered part of the nondominant groups in the community, even though their numbers may be greater than those of the dominant group.  Their teacher may or may not be familiar with their first language and culture.  However, the teacher is usually prepared in current language and content teaching methodology and often has some knowledge of the various language and cultural backgrounds of the students  (Richard-Amato 357).


Online Writing Forum


The online writing forum designed for this class contributes to ideas about the importance of social interaction in language learning, Krashen’s concept of i+1, and portfolio theory.  Students have a place where assignments are done, corrected, revised, and which are available for peers to learn from.  It also has the ability to automatically record and have readily available the process steps that students make while working on assignments from sentence to essay writing.  This was useful to us as instructors because currently, this class has no portfolio requirement or any other clear-cut way of assessing student progress throughout the semester. 


Teach an English Class Project


“I hear and I forget, I see and I remember, I do and I understand.”



This concept is supported by psychiatrist and educator William Glasser whose research concludes that we remember:

10% of what we read only

20% of what we hear

30% of what we see

50% of what we both see and hear

70% of what is discussed with others

80% of what we experience personally

90% of what we teach to others.



TOEFL Jeopardy Game


“Games can develop and reinforce concepts, add diversion to the regular classroom activities, and even break the ice, particularly in the case of true beginners.  Moreover, they can introduce new ideas and provide practice with communication skills.” (Richard-Amato 233)




Other Sources:

Richard-Amato, Patricia A. (2003)Making it Happen: From Interactive to Participatory Language Teaching.  New York: Prentice-Hall. 

Dr. Stryker’s 4615 course packet

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