Immersion is an optional teaching programme which exists for all those who have the majority language as their first language and who will not otherwise naturally come in contact with the immersion language.
Immersion is based on the assumption that second language learning takes place most effectively in a meaningful communication situation. The most conspicuous feature of immersion is that the instruction to begin with is mostly given in a different language from the pupils' first language; in other words, the pupils are taught for instance mathematics and biology in the immersion language. When the pupils reach grades 5-6, half the teaching is done in the immersion language, and half in the pupils' first language and in other languages.
The teachers who do their teaching in the immersion language only speak that language with the pupils since it is important that the pupils will hear and use the immersion language in different functions and different situations. Also, the teacher serves as an important language model for the pupils.
The pupils are encouraged to use the immersion language from the very beginning and are expected to use the immersion language in their communication with the immersion teacher and with other immersion pupils. Since the teacher who teaches in the immersion language solely teaches in that language, other teachers are needed to teach during lessons where the instruction is given in the pupils' first language.
The aim of immersion is for the pupils to reach functional proficiency in writing and speaking the immersion language, while at the same time the pupils' first language is developed. The immersion programme complies with the national curriculum, and the immersion pupils are to be given the knowledge that the curriculum presupposes.
In addition, the immersion pupils acquire a functional second language and considerable familiarity with the culture the second language represents, while at the same time the pupils' first language is developed and they take part in their own culture.
