What immersion has taught us is that comprehensible subject-matter teaching is language teaching – the subject matter class is a language class if it is made comprehensible. In fact, the subject-matter class may even be better than the language class for language acquisition.

The child’s reluctance to speak for the first few months of his residence in a new country is not pathological, but normal.

What immersion has taught us is that comprehensible subject-matter teaching is language teaching — the subject matter class is a language class if it is made comprehensible. In fact, the subject-matter class may even be better than the language class for language acquisition.

Older acquirers progress more quickly in early stages because they obtain more comprehensible input, while younger acquirers do better in the long run because of their lower affective filters.

The central hypothesis of the theory is that language acquisition occurs in only one way: by understanding messages.

Language is best taught when it is being used to transmit messages, not when it is explicitly taught for conscious learning.

The child's reluctance to speak for the first few months of his residence in a new country is not pathological, but normal.

The better the school library, the higher the reading scores.