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

October 20–22, 2016

Hyatt Regency Hotel, Minneapolis, MN, USA

Jumping onto the See-Saw: Counterbalancing Content and Language from K to 12

Saturday, October 22, 2016 at 1:45 PM–2:45 PM CDT
Greenway Ballroom B
Session Type

Paper/Best Practice Session (1 hour)

Immersion/Partner Language(s)

Multiple

Context/program model
One-Way Second/Foreign Language Immersion
Two-Way Bilingual Immersion
One-Way Developmental Bilingual Education
Level
Elementary (K-5)
Middle School/Junior High
High School
Post-Secondary
Program Summary

Advanced proficiency requires attention to form across the curriculum, yet this can be overwhelming for Dual Language/Immersion teachers.  Framed by an introduction and summary of research underlying the "counterbalanced approach," teachers will share their experiences with corrective feedback and integrating noticing, awareness and practice tasks focused on form.

Abstract/Description for Paper, Discussion, and Laptop Poster presentations

Considerable research conducted on the outcomes of Dual Language/Immersion programs has shown that students of immersion programs reach high levels of communicative proficiency as well as high reading and listening comprehension skills (Lindholm-Leary & Genesee, 2014). However, the language that immersion students produce is often grammatically and pragmatically non-targetlike (see Lyster, 2007 for review), and students are not achieving the high levels of proficiency desired by program stakeholders (Fortune & Tedick, 2015). As a pedagogical strategy to improve proficiency outcomes of immersion programs, Roy Lyster has proposed a “Counterbalanced Approach” to integrating language form attentiveness with the academic content taught in immersion classrooms (Lyster, 2007), as well is integration of corrective feedback. Presenters of this best practice session have studied Lyster’s approach and incorporated his methods into their lessons. The aim of this session is to share their experiences with integrating a language focus into their curriculum and to provide ideas of strategies for other immersion teachers.

Lead Presenter/organizer

Stephanie Owen-Lyons, University of Minnesota
Role/Title

Doctoral Student

State (in US) or Country

US

Co-Presenters

Corinne Mathieu, University of Minnesota
Role/Title

Graduate Student

State (in US) or Country

MN

Verena Burkart-Wiltrout, International Schools, University of Minnesota
Role/Title

Curriculum Coordinator/Head of EAL, Graduate Student

State (in US) or Country

Switzerland

Alex Giraldo, Rosa Parks Elementary, University of Minnesota
Role/Title

Kindergarten Teacher, Graduate Student

State (in US) or Country

South Dakota

Angela Hernandez, Chapel International School
Role/Title

Third Grade Teacher

State (in US) or Country

Sao Paulo, Brasil

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