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Second Language Teacher Education
By bringing together research, theory, and best practices from a variety of contexts (ESL/EFL, foreign language, bilingual and immersion education), this book contributes to building meaningful professional dialogue among second-language teacher educators.
Pathways to Multilingualism
Aimed at facilitating cross-context dialogue & knowledge exchange, this volume brings together an international roster of scholars to offer theoretical perspectices, research reviews & empirical studies on teaching, learning & language development in immersion education.
Immersion Education
This volume builds on Fortune and Tedick’s 2008 Pathways to Multilingualism: Evolving Perspectives on Immersion Education and showcases the practice and promise of immersion education through in-depth investigations of program design, implementation practices, and policies in one-way, two-way and indigenous programs. Contributors present new research and reflect on possibilities for strengthening practices and policies in immersion education. Questions explored include: What possibilities for program design exist in charter programs for both two-way and indigenous models? How do studies on learner outcomes lead to possibilities for improvements in program implementation? How do existing policies and practices affect struggling immersion learners and what possibilities can be imagined to better serve such learners? In addressing such questions, the volume invites readers to consider the possibilities of immersion education to enrich the language development and educational achievement of future generations of learners.
Scaffolding Language Development in Immersion and Dual Language Classrooms
This book introduces research-based pedagogical practices for supporting and enhancing language development and use in school-based immersion and dual language programs in which a second, foreign, heritage, or indigenous language is used as the medium of subject-matter instruction. Using counterbalanced instruction as the volume’s pedagogical framework, the authors map out the specific pedagogical skill set and knowledge base that teachers in immersion and dual language classrooms need so their students can engage with content taught through an additional language while continuing to improve their proficiency in that language. To illustrate key concepts and effective practices, the authors...
Curriculum Integrated Language Teaching
A guide on how to implement CLIL in the classroom to foster motivation, engagement and progress in language learning.
Content-based Instruction in Foreign Language Education
This book offers concrete and practical ideas for implementing content-based instruction--using subject matter rather than grammar--through eleven case studies of cutting-edge models in a broad variety of languages, academic settings, and levels of proficiency. The highly innovative models illustrate content-based instruction programs for both commonly and less-commonly taught languages--Arabic, Croatian, French, German, Indonesian, Italian, Russian, Serbian, and Spanish--and for proficiency levels ranging from beginners to fluent speakers. They include single-teacher and multi-teacher contexts and such settings as typical language department classrooms, specialty schools, intensive language programs, and university programs in foreign languages across the curriculum. All of the contributors are pioneers and practitioners of content-based instruction, and the methods they present are based on actual classroom experiences. Each describes the rationale, curriculum design, materials, and evaluation procedures used in an actual curriculum and discusses the implications of the approach for adult language acquisition.
Teacher Development for Immersion and Content-Based Instruction
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 arou...
Teaching Young Learners in Bilingual Settings
Bilingual education, or CLIL, at primary school varies greatly across European educational contexts. Teaching Young Learners in Bilingual Settings reports on a study that explored one such CLIL context in Dortmund, Germany. Through interviews and classroom observations, the researcher and author sought not only to document some of what takes place in CLIL classrooms but to describe and understand teachers' thoughts and beliefs about their CLIL teaching practices. This research contributes to a better understanding of primary school CLIL programs and teachers and is relevant for researchers working in the fields of foreign language education, bilingual education, and language teacher cognition research. Furthermore, the insights into CLIL teachers' thinking can support CLIL teachers, administrators, and policy makers as they seek to further develop CLIL pedagogy and programs.
Foreign Language Units for All Proficiency Levels
Language students learn best when given the opportunity to communicate meaningful content in realistic settings. See how technology can help!
Content-Based Foreign Language Teaching
Pushing the field forward in critically important ways, this book offers clear curricular directions and pedagogical guidelines to transform foreign language classrooms into environments where stimulating intellectual curiosity and tapping critical thinking abilities are as important as developing students’ linguistic repertoires. The case is made for content-based instruction—an approach to making FL classrooms sites where intellectually stimulating explorations are the norm rather than the exception. The book explicitly describes in detail how teachers could and should use content-based instruction, explains how integration of content and language aims can be accomplished within a prog...
