The knowledge and pedagogies needed for immersion classrooms are unique and complex. Although there is a growing body of research on immersion pedagogy, there is a dearth of research on professional development (PD) experiences that positively impact immersion teacher practices. This paper focuses on exploring immersion teacher perceptions of PD experiences in the area of language-focused content instruction that have a positive impact on their teaching. The theoretical framework guiding the study is “communities of practice” (CoP) (Wenger, 1998), and survey and focus group data were analyzed in relation to Wenger’s four realms of CoP (community, practice, meaning, and identity). Findings revealed specific features of high impact assignments and PD experiences. The paper concludes with implications for designing meaningful and effective PD experiences for immersion educators and others who teach in CBI settings.

The knowledge and pedagogies needed for immersion classrooms are unique and complex. Although there is a growing body of research on immersion pedagogy, there is a dearth of research on professional development (PD) experiences that positively impact immersion teacher practices. This chapter focuses on exploring immersion teacher perceptions of PD experiences in the area of language-focused content instruction that have a positive impact on their teaching. The theoretical framework guiding the study is “communities of practice” (CoP) (Wenger, 1998), and survey and focus group data were analyzed in relation to Wenger’s four realms of CoP (community, practice, meaning, and identity). Findings revealed specific features of high impact assignments and PD experiences. The chapter concludes with implications for designing meaningful and effective PD experiences for immersion educators and others who teach in CBI settings.