No abstract

No abstract

The purpose of this study was to enlist practitioners in language immersion programs in the identification and elaboration of issues and challenges in immersion language teaching. Through focus groups and extensive individual interviews, 6 elementary Spanish-language immersion teachers in 3 school settings (a suburban full-immersion school and 2 inner-city magnet programs-1 partial and 1 full immersion) served as informants. Five major themes emerged: the primacy of language, the balance between language and content, assessment, the spectrum of learners in immersion programs, and the sociopolitical context of immersion schooling. Within each of these themes, teachers described the particular challenges of immersion teaching and illuminated the complexity of immersion classrooms on a microlevel. In a complex setting where the learning of curricular content and second language acquisition are expected to develop concurrently, teachers are in a unique position to add to our knowledge of immersion schooling.

Major reform efforts in the field of teacher education have occurred during the past decade. This article provides a description of one institution's response to reform efforts within the context of a post‐baccalaureate second language teacher education program, which combines the preparation of foreign language and English as a second language (ESL) teachers. The description begins with a brief overview of the theoretical and philosophical foundations that guide practice within the program. These foundations include a brief analysis of what the authors perceive as fundamental problems in second language education as well as their beliefs that teachers and students both act as knowers and learners in an active, experiential, and integrative process; that teaching is context sensitive; and that reflection is a cornerstone in teacher development. The program description details how the various components–underlying themes, coursework, experiences, and demonstrations of growth–interact to form an integrated whole. The article also highlights challenges that face second language teacher educators and invites colleagues in the profession to continue dialogue on the issues.

No abstract