| Since the first immersion program-French immersion appeared in the province of Quebec, Canada, in the mid 1960s, the immersion model has grown steadily over the years and has been carried out in most schools of Canada. French immersion program is not only a Canadian phenomenon, but also has aroused considerable interests in other parts of the world and has been regarded as an innovative and successful second-language method.The original immersion program is one that uses L2 as medium of instruction although students have little of no L2 proficiency on entry to immersion. The learning context is one where exposure to the L2 is largely confined to the classroom. Teachers are bilingual in the students' LI and the target L2. The immersion is based on the premise that children should be exposed to massive doses of L2 if they are to learn to understand and speak it fluently. It is also based on the concept that learning L2 through the learning of other subjects normally taught in LI will provide the real experience in L2 that children need in order to function in that language.This thesis is a periodical achievement based on an experimental study on children English immersion instruction in response to the immersion principles. Eighty-two kindergarten children are selected randomly in Wuzhong Normal School ranging from five to six as subjects. Then after three months' English immersion teaching, we compare this group with controlled group of twenty-eight kindergarten children in Wuzhong Normal School ranging in age from five to six who learn English in general English teaching method. The purpose of this study is to explore a more effective English teaching model for children in undeveloped minority areas.By using quantitative (T-test, correlation analysis and questionnaire) and qualitative (interview) research methods, we study English immersion teaching and results from the aspects of children and teachers and get some achievements:As far as the children are concerned, (1) Their interest of learning English is greatly aroused. (2) Their attitude of learning English has been more active. (3) The rate of attendance has been increased a lot. (4) They could speak English unconsciously during proper situations.As far as the teachers are concerned, (1) Their self-confidences are strengthened greatly. (2) They are eager to take English training urgently. (3) They understand children English immersion teaching more clearly and are willing to speak English in any lessons.Meanwhile, some negative factors can not to be neglected.In the aspect of children, (1) Because of too many children in one class, some children are lax in energy and spirit. (2) The polarization and differences of children becomes serious.In the aspect of teacher, teachers still have a great pressure, some of them could not accomplish teaching aim in some subjects. As far as teaching materials are concerned, the inappropriate teaching materials bring teacher more difficulties.At last, according to the experiment process and results, we give some suggestions on children, English immersion teaching in underdeveloped minority nationality areas.(1) teachers need to face the whole children, pay more attention to children's individual differences. (2) relieve teacher's pressure and implement English training for teachers. (3) to deal with the relationship between English lesson and other lessons properly. (4) supply appropriate English immersion teaching materials for children in undeveloped minority nationality areas.
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