From core to content: Bridging the L2 proficiency gap in late immersion

Abstract In this paper we argue that assumptions which underlie the successful implementation of early immersion education may not be valid for late immersion education. In particular, assumptions about the curriculum that hold for early immersion (e.g. that the same content can be covered) and the pedagogy (e.g. that there is no place for the use of the L1 by students or teachers) may need to be reconsidered in the context of late immersion. The reason for these differences lies in the nature and extent of the L2 proficiency gap experienced by late immersion students as they begin their immersion experience. The paper concludes with some suggestions for research focusing on curricular issues and pedagogy in late immersion education.