Sixth International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts

Symposium (2 hours + 15 minutes)

Multiple

One-Way Second/Foreign Language Immersion
Co-Official/Regional Language Immersion
Two-Way Bilingual Immersion
One-Way Developmental Bilingual Education
Indigenous Language Immersion

Pre-K
Elementary (K-5)
Middle School/Junior High
High School
Post-Secondary

Despite the diverse and dynamic nature of immersion programs worldwide, the formulation of a coherent pedagogy of integrated language and content instruction remains a common challenge. Through a variety of perspectives from around the globe, this symposium explores how immersion teacher preparation and development addresses this issue.

Educational Innovations in Immersion Teacher Preparation and Development

Symposium organized by

T.J. Ó Ceallaigh, University of Limerick

The supply of teachers with the mandatory linguistic and cultural competencies and associated pedagogical practices is a key driver of successful immersion programs across a variety of models e.g., one-way second/foreign language immersion; co-official/regional language immersion; two-way bilingual immersion; one-way developmental bilingual education; and Indigenous language immersion. Immersion teacher preparation and development therefore, is a critical step in the evolution of effective language immersion education globally. However, there is a significant dearth of research “on a wide variety of topics relating to teacher development” in immersion (Tedick & Wesely, 2015). One such topic is that of language and content integration, a topic which is central to the process of understanding immersion teaching and learning.

Despite the diverse and dynamic nature of immersion programs worldwide, the formulation of a coherent pedagogy of integrated language and content instruction remains a common pedagogical challenge. A deep understanding of the critical connection between language and content is one component of the particular immersion-specific knowledge base and pedagogical skill set required by the immersion teacher. This component is deserving of attention and needs to be systematically addressed across the continuum of immersion teacher education and development (Cammarata & Tedick, 2012; Genesee & Lindholm-Leary, 2013; Lyster, 2007; Ó Ceallaigh, 2013).

In this symposium, a range of research-driven programs, initiatives and innovations in immersion teacher preparation and development from around the globe will be discussed in an attempt to explore the following inter-related questions:

• What are the theoretical and methodological underpinnings that provide the basis for a deep understanding of language and content integration in immersion?
• What immersion-specific knowledge base and pedagogical skill set do teachers need to acquire in order to integrate language and content instruction systematically and effectively in immersion?
• What are the essential properties of an immersion teacher education program which facilitate the development of such pedagogies?
• How are such programs designed, resourced, implemented and evaluated?

Integrating Language and Content in Immersion Pedagogy: New Avenues in Teacher Education

T.J. Ó Ceallaigh, University of Limerick

This paper reports on how a curriculum specialisation in content and language integration in immersion, focusing on the teaching of history in an Irish-medium immersion classroom, supported pre-service primary teachers in bridging the language and content gap in immersion education. The research study utilised Lesson Study as a structural framework to design history lessons in immersion settings. Qualitative data were collected from a variety of sources. Findings provide unique insights into the complexities of designing and implementing content lessons in immersion settings. This research provides evidence pointing to the effectiveness of the Lesson Study process as indicated by the enhanced understandings, shared expertise, knowledge accumulation and fresh pedagogical perspectives demonstrated by participants.

Exploring Teacher Educators’ Experience with Content and Language Integration

Laurent Cammarata, University of Alberta

Martine Cavanagh, University of Alberta - Campus Saint Jean 

Sylvie Blain, Université de Moncton - Campus de Moncton Pavillon

 Despite our increased awareness of the importance of providing a balanced instructional focus on form and meaning across the immersion curriculum, immersion teachers’ practice remains relatively unchanged today. Part of the problem, we argue, lies in the lack of research interest and focus on teacher educators whose role is central when it comes to operationalizing the changes called for by research and theorizing in the field. This qualitative study attempted to bridge this gap in our understanding by tapping the experience of two teams of Canadian teacher educators charged with the responsibility of preparing future generations of immersion and francophone in minority settings teachers. Preliminary findings suggest that 1) teacher educators’ perceptions, attitudes, and beliefs regarding the role language plays within the learning of varied disciplines affect their ability to prepare student teachers to implement a well-integrated approach, and 2) increased research on teacher educators’ experience and knowledge is needed.

Student Teachers’ Reflections on Content and Language Integration

Siv Björklund and Karita Mård-Miettinen, University of Vaasa 

In autumn 2014 a new pre-service programme in immersion education was set up in Finland. As to immersion-related studies, the students are offered both theoretical and practical courses in immersion pedagogy. The program also includes four teaching practices in immersion schools during which the student teachers are asked to focus on various immersion-specific issues and to reflect upon them in a reflection report. In our paper we will address the students’ reflections related to one of the most central features in immersion teaching, the integration of content and language teaching. The data were collected during the academic year of 2015-2016 and consist of the students’ individual written reflection reports (6 students, 24 reports) and group discussions (3 groups @ 20-30 minutes) based on individual reports. In the analysis a narrative research approach is used to show shared and individual voices on the integration of content and language teaching among students.

Perspectives Enlightening Indigenous Teacher Preparation

Makalapua Alencastre, University of Hawaii at Hilo

This presentation will contribute an understanding of the practices and issues within an Indigenous model of teacher preparation for Hawaiian language medium-immersion educators. Recent research findings provide insights into the overall efficacy of this model as it has evolved into a distinct pathway for teacher preparation in Hawaii. Nurturing the mauli ola Hawaii, the Hawaiian cultural identity as individuals as well as collectively, is the essential fiber connecting and building the capacity of this community of educators. Within this context, practices are highly reliant on engaging the Native Hawaiian community in order to afford the cultural and academic expertise of cultural practitioners, university faculty, and school-based mentor teachers. Examples of distinctive practices aimed at cultural growth and professional learning will illustrate how cultural values and knowledge promote Hawaiian language proficiency, cultural competence, and pedagogy skills throughout the preparation program.

Exploring Teacher Perceptions of Immersion Professional Development Experiences

Diane J. Tedick, University of Minnesota 

Although there is a growing body of research on immersion pedagogy (see Lyster & Tedick, 2014 for discussion), there is a dearth of research on professional development experiences that positively impact immersion teacher practices. This presentation will report on a portion of a larger study focused on exploring immersion teacher perceptions of professional development experiences that have a positive impact on their teaching. Emphasis will be on experiences that are designed to assist teachers in integrating language and content. Data sources included an extensive online survey, individual interviews, and focus groups. Findings point to specific features of high impact assignments and experiences. For example, teachers identified aspects such as authenticity and relevance, awareness-raising potential, and motivation and challenge. They especially extoled experiences that have an immediate yet lasting impact on student learning. The presentation will conclude with implications for designing meaningful and effective professional development experiences.