Cover not available
Part of
Teacher Development for Immersion and Content-Based Instruction
Edited by Laurent Cammarata and T.J. Ó Ceallaigh
[Benjamins Current Topics 110] 2020
► pp. 1–9

Teacher education and professional development for immersion and content-based instruction

Research on programs, practices, and teacher educators

| University of Alberta
| University of Limerick
Article outline
  • 1.Introduction
  • 2.What has already been done and what is still missing?
  • 3.Overview of this volume
  • Acknowledgements
  • References
Published online: 17 September 2020
DOI logo
https://doi.org/10.1075/bct.110.jicb.00004.cam
References (56)
References
Allen, M. (2004). Reading achievement of students in French immersion programs. Education Quarterly Review, 9, 25–30.Google Scholar
Bonnet, A., & Breidbach, S. (Eds.). (2004). Didaktiken im dialog:Konzepte des lehrens und wege des lernens im bilingualen sachfachunterricht. Frankfurt: Peter Lang.Google Scholar
Bournot-Trites, M., & Reeder, K. (2001). Interdependence revisited: Mathematics achievement in an intensifi ed French immersion program. Canadian Modern Language Review, 58, 27–43. DOI logoGoogle Scholar
Broner, M. (2001). Impact of interlocutor and task on first and second language use in a Spanish immersion program (CARLA Working Paper Series #18). Minneapolis, MN: The Center for Advanced Research on Language Acquisition, University of Minnesota.Google Scholar
Broner, M., & Tedick, D. J. (2011). Talking in the fifth-grade classroom: Language use in an early, total Spanish immersion program. In D. J. Tedick, D. Christian, & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 166–186). Bristol, UK: Multilingual Matters. DOI logoGoogle Scholar
Cammarata, L., & Haley, C. (2018). Integrated content, language, and literacy instruction in a Canadian French immersion context: a professional development journey. International Journal of Bilingual Education and Bilingualism, 21(3), 332–348. DOI logoGoogle Scholar
Cammarata, L., & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers. Modern Language Journal, 96(2), 251–269. DOI logoGoogle Scholar
Cammarata, L., Cavanagh, M., Blain, S., & Sabatier, C. (2018). Enseigner en immersion française au Canada: synthèse des connaissances sur les défis et leurs implications pour la formation des enseignants. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 74(1), 101–127. DOI logoGoogle Scholar
(2008). Outcomes and Processes in Content and Language Integrated (CLIL) Learning: Current Research in Europe. In W. Delanoy & L. Volkmann, (Eds.), Future perspectives in English language teaching (pp. 7–23). Heidelberg: Carl Winter.Google Scholar
(2011). Content and language integrated learning: From practice to principles. Annual Review of Applied Linguistics, 31, 182–204. DOI logoGoogle Scholar
Fortune, T. (2001). Understanding students’ oral language use as a mediator of social interaction (Unpublished doctoral dissertation). Minneapolis, MN: University of Minnesota.Google Scholar
Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Rowley, MA: Newbury House.Google Scholar
Genesee, F., & Lindholm-Leary, K. (2013). Two case studies of content-based language education. Journal of Immersion and Content-Based Language Education, 1(1), 3–33. DOI logoGoogle Scholar
Gierlinger, E. (2007). Modular CLIL in lower secondary education: Some insights from a research project in Austria. In C. Dalton-Puffer & U. Smit (Eds.), Empirical perspectives on classroom discourse (pp.79–118). Frankfurt: Peter Lang.Google Scholar
Gilleece, L., Shiel, G., Clerkin, A., & Millar, D. (2011). The 2010 national assessments of English reading and mathematics in Irish-medium primary schools. Main Report. Dublin: Educational Research Centre.Google Scholar
Harley, B. (1984). How good is their French? Language and Society, 10, 55–60.Google Scholar
(1992). Patterns of second language development in French immersion. French Language Studies, 2, 159–183. DOI logoGoogle Scholar
Harris, J., Forde, P., Archer, P., Nic Fhearaile, S., & O’ Gorman, M. (2006). Irish in primary schools – Long term national trends in achievement. Dublin: Government Publications.Google Scholar
Isidro, S. (2010). An insight into Galician CLIL: Provision and results. In D. Lasagabaster & Y. Ruiz De Zarobe (Eds.), CLIL in Spain. Implementation, results and teacher training (pp.55–78). Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Jäppinen, A. K. (2006). CLIL and future learning. In S. Björklund, K. Mård-Miettinen, M. Bergström, & M. Södergård, (Eds.), Exploring dual-focussed education: Integrating language and content for individual and societal needs (pp. 22–38). <[URL]>
Klippel, F. (2003). New prospects or imminent danger? The Impact of English medium instruction on education in Germany. Prospect, 18(1), 68–81.Google Scholar
Lasagabaster, D. (2008). Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal, 1, 31–42. DOI logoGoogle Scholar
Lyster, R. (1999). La négociation de la forme: La suite…mais pas la fin. La Revue Canadienne des Langues Vivantes, 55, 355–384. DOI logoGoogle Scholar
Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28, 269–300. DOI logoGoogle Scholar
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37–66. DOI logoGoogle Scholar
Lyster, R., & Tedick, D. (2014). Research perspectives on immersion pedagogy looking back and looking forward. Journal of Immersion and Content-Based Language Education, 2(2), 210–224. DOI logoGoogle Scholar
Marsh, D., Hau, K., & Kong, S. (2000). Late immersion and language of instruction in Hong Kong high schools: Achievement growth in language and non-language subjects. Harvard Educational Review, 70, 302–346. DOI logoGoogle Scholar
Morton, T. (2018). Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism, 21(3), 275–286. DOI logoGoogle Scholar
(2016). Conceptualizing and investigating teachers’ knowledge for integrating content and language in content-based instruction. Journal of Immersion and Content-Based Language Education, 4, 144–167. DOI logoGoogle Scholar
Mougeon, R., & Rehmer, K. (2001). Acquisition of sociolinguistic variants by French immersion students: The case of restrictive expressions, and more. The Modern Language Journal, 85(3), 398–415. DOI logoGoogle Scholar
Mougeon, R., Nadasdi, T., & Rehner, K. (2010). The sociolinguistic competence of immersion students. Bristol, UK: Multilingual Matters. DOI logoGoogle Scholar
Navés, T., & Victori, M. (2010). CLIL in Catalonia: An overview of research studies. In D. Lasagabaster and Y. Ruiz De Zarobe (Eds.), CLIL in Spain. Implementation, results and teacher training (pp. 30–54). Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Ní Chróinín, D., Ní Mhurchú, S., & Ó Ceallaigh, T. J. (2016). Off-balance: The integration of physical education content learning and Irish language learning in English-medium primary schools in Ireland. Education 3–13, 44(5), 566–576. DOI logoGoogle Scholar
Nikula, T. (2005). English as an object and tool of study in classrooms: Interactional effects and pragmatic implications. Linguistics and Education, 16(1), 27–58. DOI logo.Google Scholar
Ó Ceallaigh, T. J. (2013). Teagasc foirm-dhírithe i gcomhthéacs an tumoideachais lán-Ghaeilge: Imscrúdú criticiúil ar dhearcthaí agus ar chleachtais mhúinteoirí [Form-focused instruction in Irish-medium immersion education: A critical examination of teachers’ perspectives and practices] (Unpublished doctoral dissertation University). College Cork, Cork, Ireland.Google Scholar
Ó Ceallaigh, T. J., & Ní Shéaghdha, A. (2017). Critéir aitheantais cuí um dhearbhú cáilíochta agus dea-chleachtais do bhunscoileanna agus iarbhunscoileanna lán-Ghaeilge ar bhonn uile Éireann. Baile Átha Cliath: Gaeloideachas [All-Ireland quality and best practice indicators for elementary and post primary Irish-medium schools]. Dublin: Gaeloideachas.Google Scholar
Ó Ceallaigh, T. J., Ní Mhurchú, S., & Ní Chróinín, D. (2016). Balancing content and language in CLIL: The experiences of teachers and learners. Journal of Immersion and Content-Based Language Education, 5(1)58–86. DOI logo.Google Scholar
Pawley, C. (1985). How bilingual are French immersion students? Canadian Modern Language Review, 41, 865–876. DOI logoGoogle Scholar
Potowski, K. (2004). Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. The Modern Language Journal, 88, 75–101. DOI logoGoogle Scholar
Ruiz de Zarobe, Y. (2011). Which language competencies benefit from CLIL? An insight into applied linguistics research. In Y. Ruiz de Zarobe, J. M. Sierra, & F. Gallardo del Puerto (Eds.), Content and foreign language integrated learning: Contributions to multilingualism in European contexts (pp. 129–153). Bern: Peter Lang. DOI logoGoogle Scholar
Salomone, A. (1992). Student-teacher interactions in selected French immersion classrooms. In E. Bernhardt (Ed.), Life in language immersion classrooms (pp. 97–109). Clevedon, UK: Multilingual Matters.Google Scholar
Spilka, I. (1976). Assessment of second language performance in immersion programs. Canadian Modern Language Review, 32, 543–561. DOI logoGoogle Scholar
Swain, M., & Lapkin, S. (2008). Lexical learning through a multitask activity: The role of repetition. In T. W. Fortune & D. J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 119–132). Clevedon, UK: Multilingual Matters. DOI logoGoogle Scholar
Sylvén, L. K. (2004). Teaching in English or English teaching? On the effects of content and language integrated learning on Swedish learners’ incidental vocabulary acquisition (Unpublished PhD dissertation). University of Gothenburg.Google Scholar
Tarone, E., & Swain, M. (1995). A sociolinguistic perspective on second language use in immersion classrooms. Modern Language Journal, 79, 166–178. DOI logoGoogle Scholar
Tedick, D. J., & Cammarata, L. (2012). Content and language integration in K-12 contexts: Student outcomes, teacher practices and stakeholder perspectives. Foreign Language Annals, 45(s1), s28–253. DOI logoGoogle Scholar
Tedick, D. J., & Young, A. I. (2014). Fifth grade two-way immersion students’ responses to form-focused instruction. Applied Linguistics, 37(6), 784–80. DOI logoGoogle Scholar
Tedick, D. J., & Wesely, P. M. (2015). A review of research on content-based foreign/second language education in US K-12 contexts. Language, Culture, and Curriculum, 28(1), 25–40. DOI logoGoogle Scholar
Turnbull, M., Lapkin, S., & Hart, D. (2001). Grade 3 immersion students’ performance in literacy and mathematics: Province-wide results from Ontario (1998–99). Canadian Modern Language Review, 58, 9–26. DOI logoGoogle Scholar
Wiesemes, R. (2007). Developing a methodology for CLIL classroom research: A case study of a CLIL classroom where the Holocast is taught. In C. Dalton-Puffer & U. Smit, (Eds.) Empirical perspectives on CLIL classroom discourse (pp. 275–290). Frankfurt: Peter Lang.Google Scholar
Wode, H., Petra, B., Angelika, D., Kai-Uwe, K., & Maike, K. (1996). Die erprobung von deutsch-englisch bilingualem unterricht in Schleswig-Holstein: Ein erster zwischenbericht. Zeitschrift für Fremdsprachenforschung, 7(1), 15–42.Google Scholar
Yip, D., Tsang, W., & Cheung, S. (2003). Evaluation of the effects of medium of instruction on the science learning of Hong Kong secondary students: Performance on the science achievement test. Bilingual Research Journal, 27(2), 295–331. DOI logoGoogle Scholar
Ziegelwagner, M. (2007). Chancen und probleme des CLIL-geschichtsunterrichts. In C. Dalton-Puffer & U. Smit (Eds.), Empirical perspectives on CLIL classroom discourse (pp. 291–326). Frankfurt: Peter Lang.Google Scholar
Zydatiss, W. (2007). Deutsch-Englische zu ge in Berlin (dezibel). Eine evaluation des bilingualen sachfachunterrichts in gymnasien: Kontext, kompetenzen, konsequenzen [German-English education in Berlin. An evaluation of bilingual education in upper secondary school: Context, competences, consequences]. Frankfurt: Peter Lang.Google Scholar
Cited by (2)

Cited by two other publications

Ní Dhiorbháin, Aisling, Sylvaine Ní Aogáin & Pádraig Ó Duibhir
2024. ‘I learned more than the children learned’. A dual-focused professional development initiative to support immersion teachers. Teacher Development 28:4 ► pp. 475 ff. DOI logo
Ní Dhuinnín, Sarah, TJ Ó Ceallaigh & Sylvaine Ní Aogáin
2024. Exploring immersion competencies in secondary education. Journal of Immersion and Content-Based Language Education DOI logo

This list is based on CrossRef data as of 3 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.