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Teacher Development for Immersion and Content-Based Instruction
Edited by Laurent Cammarata and T.J. Ó Ceallaigh
[Benjamins Current Topics 110] 2020
► pp. 119–144

Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction

 | University of Minnesota
 | University of Minnesota
The knowledge and pedagogies needed for immersion classrooms are unique and complex. Although there is a growing body of research on immersion pedagogy, there is a dearth of research on professional development (PD) experiences that positively impact immersion teacher practices. This chapter focuses on exploring immersion teacher perceptions of PD experiences in the area of language-focused content instruction that have a positive impact on their teaching. The theoretical framework guiding the study is “communities of practice” (CoP) (Wenger, 1998), and survey and focus group data were analyzed in relation to Wenger’s four realms of CoP (community, practice, meaning, and identity). Findings revealed specific features of high impact assignments and PD experiences. The chapter concludes with implications for designing meaningful and effective PD experiences for immersion educators and others who teach in CBI settings.
Keywords: content-based instruction, content and language integrated learning (CLIL), teacher research, dual language teachers, form-focused instruction
Article outline
  • 1.Introduction: The case for a focus on language in immersion teaching
  • 2.Background to the study
  • 3.Theoretical framework
    • 3.1Defining communities of practice
    • 3.2CoP-informed research on teacher learning
  • 4.The study
    • 4.1Context
    • 4.2Research questions
    • 4.3Participants
    • 4.4Data sources
      • 4.4.1Online survey
      • 4.4.2Focus groups
    • 4.5Data analysis
  • 5.Results
    • 5.1RQ(a) – High-impact assignments
    • 5.2RQ(b) Features of high impact assignments and experiences
      • 5.2.1Practice – learning as doing
      • 5.2.2Meaning – learning as experience
      • 5.2.3Identity – learning as becoming
  • 6.Discussion, implications, and conclusion
    • 6.1Discussion and reflection on the CoP social theory of learning
    • 6.2Limitations
    • 6.3Implications for future inquiry and teacher professional development and conclusion
  • Notes
  • References
  • Appendix
Published online: 17 September 2020
DOI logo
https://doi.org/10.1075/bct.110.jicb.17019.ted
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