Estonia has elected to implement its language immersion program by adapting the Canadian model to reflect its own particular set of political, social and educational circumstances.
In Canada, it was a lack of satisfaction with the results of traditional second language French programs that led to the introduction of immersion classes in St. Lambert, Quebec, in 1965. Canadian immersion initiatives have been so effective that parental demand has led to the establishment of programs throughout the country. Currently, over 300,000 students are in immersion classes across Canada. Graduates of immersion programs obtain a level of fluency in the target language which allows them to continue studies or to enter the job market in that language.
Time on task is an important element in the success of language programs. No school curriculum in any nation could afford to devote over half of its daily teaching time or financial and human resources to traditional second language classes. Consequently, immersion, which uses the second language as a vehicle for learning subjects such as geography and mathematics, is a rational, cost-effective alternative.
Searching for an effective and affordable means to improve second language acquisition, many other countries, such as Finland and Spain, have also established immersion programs based on the Canadian model. Canada is also considered the world leader in research in the field. Canadian research has not only focused on Canadian immersion programs, but has developed and maintained a global perspective, ensuring that Canada is well-placed to assist other nations in the establishment of their own programs.
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