Although it has long been touted as a key ingredient to successful immersion practice, no research to date has examined immersion
teacher educators’ (ITEs) knowledge base as it relates to the work of content, language, and literacy integration in curriculum
planning and teaching. Thus, it is difficult to know whether or not ITEs are ready and able to support the pedagogical transition
toward better-integrated practice in the immersion classroom. This qualitative study set out to fill this gap in our knowledge by
exploring ITEs’ understanding of the nature and role of language and literacy in the context of their discipline of expertise
through the use of an analytic framework designed to examine ITEs’ knowledge base. Key findings point to the need for the
elaboration of a professional development (PD) program specifically dedicated to supporting ITEs’ continuous knowledge growth,
particularly when it comes to the issue of pedagogical integration.
2.1Content and language integration in immersion: A call for adapted teacher education preparation
2.2Teacher knowledge matters
2.3What do we know about what teachers need to know to integrate effectively?
2.4Why a focus on ITEs’ knowledge? A call to explore the missing variable
3.A framework and analytical tool to capture ITEs’ knowledge for integration
4.Methodology
4.1Context
4.2Participants
4.3Data collection
4.4Data analysis
5.Findings
5.1Marie’s knowledge depth and distribution as it relates to the work of integration
5.2Significant patterns in ITEs’ understandings
5.2.1Lack of conceptual clarity
5.2.2No evidence of an awareness of the importance of language and literacy in disciplinary learning/teaching when ITEs were not
directly probed about it
5.2.3More elaborated understanding of the literacy-content relationship
5.2.4Non-existent or faint awareness of connection between literacy and language
6.Discussion and implications
6.1The importance of knowledge base mapping when considering pedagogical integration
6.2The need for a curriculum dedicated to immersion teacher educators
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