Teacher Development for Immersion and Content-Based Instruction
Editors
Teacher preparation and professional development endeavors are key drivers of successful immersion/bilingual (I/B) and content-based language education (CBLE) programs across a variety of models. However, research in this critical area is scant and has not to date received the academic attention it deserves. Aimed at a broad audience, this timely volume is essential reading for anyone interested in knowing what research has to say about teacher development in the I/B and CBLE field. Its primary aim is to inform teacher education practice and stimulate additional research in the field by showcasing ground-breaking research on teacher preparation and professional development programs from around the globe as well as teacher educators’ experience in these varied educational contexts. The contributions illustrate several points of access into classroom research and pedagogy and add insight into the complexity of teacher preparation and professional development in this dynamic and constantly evolving sector. The depth of scholarship and breadth of experience represented by the contributors promises a productive and rewarding read. Originally published as special issue of Journal of Immersion and Content-Based Language Education 6:2 (2018).
[Benjamins Current Topics, 110] 2020. vi, 201 pp.
Publishing status: Available
© John Benjamins
Table of Contents
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Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educatorsLaurent Cammarata and T. J. Ó Ceallaigh | pp. 1–9
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Becoming a “language-aware” content teacher: Content and language integrated learning (CLIL) teacher professional development as a collaborative, dynamic, and dialogic processPeichang He and Angel M. Y. Lin | pp. 11–39
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In search of immersion teacher educators’ knowledge base: Exploring their readiness to foster an integrated approach to teachingLaurent Cammarata and Martine Cavanagh | pp. 39–66
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Unpacking dimensions of immersion teacher educator identityAisling Leavy, Mairéad Hourigan and T. J. Ó Ceallaigh | pp. 67–92
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Teacher adaptations to support students with special education needs in French immersion: An observational studyCallie Mady | pp. 93–117
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Teacher perceptions of immersion professional development experiences emphasizing language-focused content instructionDiane J. Tedick and Caleb Zilmer | pp. 119–144
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“It was two hours […] the same old thing and nothing came of it”: Continuing professional development among teachers in Gaeltacht post-primary schoolsLaoise Ní Thuairisg | pp. 145–170
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The Common European Framework of Reference (CEFR) in French immersion teacher education: A focus on the language portfolioStephanie Arnott and Marie-Josée Vignola | pp. 171–195
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Contributors | pp. 196–198
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Index | pp. 199–201
“This edited volume makes a timely contribution to the literature on immersion and CLIL education by exploring the role that teacher preparation programs and teacher educators play in meeting the challenge of integrating language and content instruction across the curriculum. The collection of empirical studies herein showcases much needed research on immersion and CLIL teacher preparation and professional development programs in a range of instructional contexts from various perspectives, including teacher educators’ knowledge base and identities. This is indispensable reading for all those interested in maximizing the potential of content-based language education to promote the interrelated development of students’ content knowledge, language proficiency, and literacy skills.”
Roy Lyster, McGill University Montreal
“Blind spot no more. While growing numbers of educational contexts world-wide see learners learning and teachers teaching curricular content through a second language, and research and development efforts have produced many valuable suggestions for dealing with classroom realities, teacher preparation almost everywhere continues in a vision of monolingual and discipline-specific classrooms. This volume finally shines a light on this really central issue, showcasing how teachers and teacher educators in Ireland, Canada, the U.S.A. and Hong Kong are rising to the challenge of rethinking curricula, pedagogical models, practices and eventually their own identities. Must-read for everyone interested in immersion, CBI, CLIL, EMI and the like.”
Christiane Dalton-Puffer, University of Vienna
Cited by
Cited by 4 other publications
Kim, Haemin & Keith M. Graham
2022. Teachers’ Needs and Professional Development: A Systematic Review. Latin American Journal of Content & Language Integrated Learning 15:1 ► pp. 1 ff. 
Ní Chathasaigh, Christine & T.J. Ó Ceallaigh
2021. Feasacht teanga an mhúinteora ábhair iarbhunscoile sa tumoideachas: dearcthaí, eispéiris agus tuairimí múinteoirí ábhair i nGaelcholáistí. COMHARTaighde :7
Ní Chlochasaigh, Karen, Gerry Shiel & Pádraig Ó Duibhir
2021. Immersion in a minority language. Journal of Immersion and Content-Based Language Education 9:2 ► pp. 279 ff.
[no author supplied]
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Subjects
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
FOR000000: FOREIGN LANGUAGE STUDY / General