Firstly, considering the context that these students live in the United States, it's natural for them to use English outside of class, and this should not be penalized. Although they are in a Chinese immersion setting where Chinese is encouraged, I refrain from punishing students for using English. Instead, I kindly remind them in Chinese that we're practicing Chinese in this class, and that English is for other classes. When there's mutual understanding and trust, students usually respond with respect.
What if some students continue using English? Secondly, it's important to acknowledge that their Chinese vocabulary might be limited. We can't expect exclusive use of Chinese when their vocabulary is developing. To help them learn new words, I encourage students to express themselves as best they can, and I provide missing words when needed. I teach them to ask "how do I say this in Chinese?" When a student acted out "pirate" without using English words, I filled in the vocabulary gap and added it to our word list. Another student, excited about dressing up as a cowboy, mixed languages. Other students naturally encouraged him to express himself in Chinese, fostering peer support.
Thirdly, our aim is bilingualism. We want students to be at ease using both languages. Why suppress one language? We should explain that certain times and places are meant for specific languages. Personally, as a Chinese immersion teacher, I initially felt self-conscious using English due to the emphasis on using only Chinese. But I realized that teachers should be role models for balanced language use. How can we ask students to be bilingual if we only use one language?
The concept of "time out" is typically associated with misbehavior, and we should avoid equating speaking one's first language with misbehavior. As immersion educators, our goal is bilingualism, not making students feel guilty about their first language. I believe that students will respond positively when kindly prompted to use Chinese. Reminding each other to "speak Chinese" can foster a cooperative environment where children willingly engage.
In conclusion, my immersion teaching philosophy centers on nurturing bilingualism while maintaining respect for students' languages. I trust that students will respond positively to polite requests, and if we collectively encourage the use of Chinese, they will naturally embrace the language.
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