Education of the republic of uzbekistan samarkand state institute of foreign languages

Types of Programs
Dual Immersion :50 % in L1 and 50% in L2
Submersion: Sink or swim, no account taken on L1
Immersion: Immersion in both languages.
SHELTERED APPROACHES primarily taught in L2.
SDAIE Specially Designed Academic Instruction in English.
Use multiple strategies and differentiated
instruction.
ELD: English language developmental programs
ESL: English Secondary Language; pull out or push in. Usually used in Elementary Schools.
Implications and Applications
There are multiple factors that influence these programs. Immigration, increasing diversity and cultural politics.
Legal rights for bilingualism have varied historically and mainly been won by litigation. The issue is about to become relevant again in California.
Bilingualism has been mainly seen as a stigma in the U.S.A rather than the asset it is in our multicultural world.
Perception needs to change.


2.2. Practice of a second language
The role of input is undoubtedly crucial in the process of second/foreign language (L2) learning. Input may be defined as the L2 data (form-based and/or meaning-based) that learners receive either in the formal classroom or in a naturalistic setting. Indeed, how L2 input is presented to L2 learners in the classroom and its effects on the processes learners employ to interact with the input (input processing) have been the focus of several strands of second language acquisition (SLA) studies conducted within a psycholinguistic framework. The theoretical underpinnings of most of these psycholinguistic studies appear to include some role for attention (and possibly awareness) in the processing of L2 grammatical or linguistic data in adult learners' L2 development (e.g., Robinson, 1995; Schmidt, 1990, 1993, 1995, 2001; Tomlin & Villa, 1994; VanPatten, 2004).
The term practice has several connotations (see DeKeyser, this volume for an elaborated discussion of this term in several fields of inquiry) in both the applied linguistics and cognitive psychology literatures. In applied linguistics, the notion of pedagogical practice in the typical classroom assumes some form of performance by learners in response to L2 grammatical input they receive in this setting, which may be provided prior to or during practice. In addition, the L2 input is usually manipulated in some form by the teacher. For example, learners may be exposed to L2 that has been carefully selected and manipulated by the teacher to highlight some linguistic data and may be requested to interact with it in several ways, such as selecting options related to the linguistic data in the input, performing a task, and so forth.
Most second language (L2) teachers and learners likely believe that practice in production (i.e., speaking and writing), or output practice, is crucial for developing L2 proficiency. This belief in the usefulness of output practice is reflected in conventional foreign language teaching methodologies, which typically employ teaching procedures consisting of three major stages: presentation, practice, and production (i.e., the PPP model; see Byrne, 1976; Harmer, 2001). The role of output practice, however, remains a contentious issue in second language acquisition (SLA) research as characterized by a number of ongoing debates.
Advocates of the Input Hypothesis, for instance, argue that producing output serves only for generating comprehensible input from the interlocutor (Krashen, 1982, 1985, 1998). Krashen (1998) further argues that output does not make a real contribution to the development of linguistic competence because (1) output, especially comprehensible output, is too scarce, (2) it is possible to attain high levels of linguistic competence without output, and (3) there is no direct evidence that output leads to language acquisition. In the Natural Approach, which is based upon Krashen's Input Hypothesis, teachers are guided not to force their students to produce the target language but rather to expect that “speech (and writing) production emerges as the acquisition process progresses” (Krashen & Terrell, 1983, p. 58). VanPatten (1996) also advocates abandoning mechanical output practice.
It is fitting that a volume on practice in second language learning should include a chapter on feedback, as the notion that practice can promote L2 development seems to imply that learners do not yet produce error-free output. Thus, a comprehensive understanding of practice must involve consideration of the ways in which interlocutors respond to learner error, and the implementation of a practice-based pedagogy requires instructors to make decisions about whether to provide feedback, and if so, what type(s) to provide. Indeed, the issue of feedback is intricately linked to other practice-related constructs such as the effects of input, output, and interaction, and thus it has been briefly touched upon in previous chapters. The present chapter, while mentioning these constructs, aims to give readers a fuller appreciation of feedback per se, as well as its role in L2 practice. Because most L2 feedback research has not been conducted within a practice framework, a thorough understanding of feedback and of the empirical research in this area requires a consideration of the different perspectives from which such research has been carried out. Therefore, after defining the relevant terminology, this chapter will examine the role of feedback within different theoretical perspectives on SLA. This will lead to a fine-grained analysis of the characteristics of feedback and will facilitate the interpretation of empirical feedback studies reviewed in a subsequent section. The chapter will conclude with a discussion of the implications of such research for SLA theory and L2 pedagogy.
Practice gets a raw deal in the field of applied linguistics. Most lay-people simply assume that practice is a necessary condition for language learning without giving the concept much further thought, but many applied linguists eschew the term practice. For some, the word conjures up images of mind-numbing drills in the sweatshops of foreign language learning, while for others it means fun and games to appease students on Friday afternoons. Practice is by no means a dirty word in other domains of human endeavor, however. Parents dutifully take their kids to soccer practice, and professional athletes dutifully show up for team practice, sometimes even with recent injuries. Parents make their kids practice their piano skills at home, and the world's most famous performers of classical music often practice for many hours a day, even if it makes their fingers hurt. If even idolized, spoiled, and highly paid celebrities are willing to put up with practice, why not language learners, teachers, or researchers? The concept of second language practice remains remarkably unexamined from a theoretical point of view. Misgivings and misunderstandings about practice abound and are often rooted in even deeper misunderstandings about what it is that language learners are supposed to learn. In this introductory chapter, I will try to provide some conceptual and terminological clarification in preparation for the rest of the book.