Teacher Development for Immersion and Content-Based Instruction

Editors
| University of Alberta
| University of Limerick
HardboundForthcoming
ISBN 9789027207487 | EUR 85.00 | USD 128.00
 
e-BookOrdering information
ISBN 9789027260802 | EUR 85.00 | USD 128.00
 
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]  Expected September 2020.  vi, 202 pp. + index
Publishing status: In production
Table of Contents
This is a provisional table of contents, and subject to changes.
Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators
Laurent Cammarata and T.J. Ó Ceallaigh
2–9
Becoming a “language-aware” content teacher: Content and language integrated learning (CLIL) teacher professional development as a collaborative, dynamic, and dialogic process
Peichang He and Angel M.Y. Lin
12–37
In search of immersion teacher educators’ knowledge base: Exploring their readiness to foster an integrated approach to teaching
Laurent Cammarata and Martine Cavanagh
40–66
Unpacking dimensions of immersion teacher educator identity
Aisling Leavy, Mairéad Hourigan and T.J. Ó Ceallaigh
68–92
Teacher adaptations to support students with special education needs in French immersion: An observational study
Callie Mady
94–117
Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction
Diane J. Tedick and Caleb Zilmer
120–144
“It was two hours […] the same old thing and nothing came of it”: Continuing professional development among teachers in Gaeltacht post-primary schools
Laoise Ní Thuairisg
146–170
The Common European Framework of Reference (CEFR) in French immersion teacher education: A focus on the language portfolio
Stephanie Arnott and Marie-Josée Vignola
172–195
Contributors
196–198
Index
Index
199–202
“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.”
“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.”
Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number:  2020022167