Seventh International Conference on Immersion and Dual Language Education

Strand III: Program Design, Development and Evaluation

Irish

All

While it is recognized that the supply of immersion-competent teachers is a key driver of successful immersion programs across a variety of models, studies have highlighted a shortfall in the number of teachers who have the mandatory linguistic competencies and associated pedagogical practices required to teach content through the immersion language. High quality teacher preparation and professional development endeavors, where both content instruction and language/literacy instruction are targeted simultaneously, are therefore essential.

This paper reports on the adaptation, integration and implementation of principles and practices from the Common European Framework of Reference (CEFR) in the design, development and delivery of a hybrid postgraduate programme. Findings, based on data collected from a variety of sources, provide unique insights in relation to the effectiveness of the blended learning process as indicated by  boosted student capacity, heightened language and communication awareness and enhanced study skills.