Situated practice positions students as the providers of knowledge, rather than simply the teacher. They can bring many outside experiences, interest and knowledge to the table (Henderson & Exley, 2012). This is another essential key area for language learners. According to (Gee J.P, 2002) ,students need to be immersed in learning. This is especially true for language learners. Students taught with an immersion approach also reach higher levels of second language proficiency than those taught without the approach (Johnson R.K & Swain M.). Situated practice also involves students practicing what they have learnt in real-life situations. From a language unit, this could be creating a mock restaurant for students with music, menus in a foreign language et cetera. Students can then perform a role-play in the scene based on the grammar and vocabulary they learnt in the unit or lesson. The lesson focus may be on food or using the conditional ‘would like’ for example. Furthermore, situated practice allows teachers to observe students to find out what they know and what they are already able to do (Henderson & Exley, 2012). Teachers may discover this from assessment items, homework or classroom activities. Teachers may find that students thrive in reading comprehension but struggle with speaking for instance.