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

Paper/Best Practice Session (1 hour)

Multiple

One-Way Second/Foreign Language Immersion
Two-Way Bilingual Immersion
One-Way Developmental Bilingual Education

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

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.

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.