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 draw on classroom-based research and include teacher-created examples of classroom application. The following topics are covered in detail:
Also applicable to CLIL and other forms of content-based language teaching, this comprehensive volume includes graphics to facilitate navigation and provides Resources for Readers and Application Activities at the end of each chapter.
The book will be a key resource for pre-service and in-service teachers, administrators, and teacher educators.
‘I would highly recommend this book to preservice and in-service K-12 teachers, other educators, and researchers interested in second language education. Tedick and Lyster provide a much-needed research-based presentation of pedagogical practices to enhance language development in dual language and immersion classrooms. Their clear definitions, specific strategies and instructional models, and self-assessment tools add a significant layer of depth to our understanding of how to teach two languages in dual language and immersion classrooms. This book provides important implications for program design, curriculum, and instructional practices in dual language and immersion programs to significantly improve language learning and teaching. Buy it today and use it tomorrow!’ – Kathryn Lindholm-Leary, Professor Emerita, Child and Adolescent Development, San Jose State University, USA
‘Tedick and Lyster have drawn on decades of research and experience to produce this remarkable book. The authors’ deep knowledge of classroom practices and their respect for teachers’ creativity and hard work are reflected on every page. From reviewing research findings to providing guidance for lesson planning and pedagogy, the book is comprehensive, original, and practical. It will become a foundational text for teacher education and professional development in immersion and dual language education.’ – Patsy Lightbown, Distinguished Professor Emerita, Education, Concordia University, Canada
PART I: WHAT IS ImDL EDUCATION?
Chapter 1: From Goals and Outcomes to Program Models and Characteristics
Chapter 2: Characteristics of Well-Implemented ImDL Programs
PART II: WHAT IS COUNTERBALANCED INSTRUCTION?
Chapter 3: Counterbalanced Instruction: Its Rationale and Key Characteristics
Chapter 4: Contextualization, Awareness, Practice, and Autonomy (CAPA)
PART III: WHAT IS SCAFFOLDING?
Chapter 5: Effective Scaffolding and Questioning Techniques
Chapter 6: Corrective Feedback
PART IV: CURRICULUM PLANNING AND ASSESSMENT
Chapter 7: Unit-Level Instructional Design for Content and Language Integrated Learning
Chapter 8: Module and Lesson Design for Content and Language Integrated Learning
Chapter 9: Scaffolding Biliteracy Development
Chapter 10: Performance Assessment
Appendix A: ImDL Unit Design Template Example
Appendix B: ImDL Module and Lesson Design Template Example
Appendix C: ImDL IPA Example
Appendix D: Self-Assessment Rubric for ImDL Teachers
Appendix E: Answer Keys
This series is founded on the principle that research and practice in content-and-language integration must be conceived of as deeply embedded in pluriculturality and plurilingualism. Plurilingualism is the more recent theoretical term used to indicate the fluidity of plurilingual resources. Responding to the latest development in bilingual and multilingual education around the world, this series proposes a paradigmatic shift in research and pedagogy towards plurilingual education which aims at not only fostering learners’ plurilingual competences but also creating and affirming their plurilingual/pluricultural identities and subjectivities.
The Books in the Series fall under three key strands: