Teacher education and professional development for immersion and content-based instruction

Cammarata, Laurent; Ceallaigh, T.J. Ó

doi:10.1075/jicb.00004.cam

Cited by 22 publications

(10 citation statements)

References 77 publications

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“…A heightened sensitivity to content-specific language and plurilingual communication, as well as bilingual development and multicultural orientation, may raise specific concerns among subject/content teachers who may not have been previously educated to adopt a linguistically sensitive perspective in their content teaching. The same goes for initial teacher educators who should help future teachers adopt this approach (Cammarata and Ó Ceallaigh, 2018; Leavy et al, 2018; McPake et al, 2017). We argue that the idea of mainstreaming MPs in and through ITE should be based on the general pedagogical principles and knowledge shared by all teachers and that the basic theoretical frameworks should showcase teachers’ general pedagogical knowledge, content knowledge, professional beliefs, self-regulation and motivation (Blömeke and Delaney, 2012; Blömeke et al, 2015; see also Lucas and Villegas, 2013).…”

Section: Mps and Lstmentioning

confidence: 96%

Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies

Bergroth

Esbert

Pépiot

et al. 2021

European Educational Research Journal

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This study sought to explore the ideological and implementational spaces for mainstreaming multilingual pedagogies (MPs) in initial teacher education (ITE) policies and curricula across the European Union. The concept of linguistically sensitive teaching (LST) was used as a lens to examine inclusive, equity-centred MPs in ITE. A multi-sited comparative case study was conducted to collect data in nine locations. As a result, a general trend of ideological spaces was observed for MPs in language-in-education policies at the European and (sub)national levels. However, this ideological space was not always implemented in ITE. As a second result, explicit mentions of MPs and LST were identified in the ITE curricula of seven sites, and in each of the nine cases, a potential space for implementation was observed. As a third result we found that the greatest potential for opening implementational spaces for MPs lies in courses that aim to develop general pedagogical and sociolinguistic knowledge as well as professional beliefs in future teachers. In conclusion, we contend that the linguistic ecology and the organisational structure of education systems (decentralisation) are factors that help explain the successful mainstreaming of MPs in ITE institutions.

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Section: Mps and Lstmentioning

confidence: 96%

Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies

Bergroth

Esbert

Pépiot

et al. 2021

European Educational Research Journal

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“…This has motivated researchers to experiment with different ways of drawing learners' attention to language in content-based instruction (Harley, 1998;Lyster, 2007;Swain & Lapkin, 1998). This research is a potentially rich resource in teacher education and professional development programs, but more research is needed about how this knowledge is used by teacher educators in programs for preservice and in-service immersion teachers (Cammarata & Ó Ceallaigh, 2018).…”

Section: Build and Share Knowledgementioning

confidence: 99%

In it Together: Teachers, Researchers, and Classroom SLA

Spada

Lightbown

2022

The Modern Language Journal

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In discussions about relationships between research and pedagogy, teachers and researchers are often characterized as facing each other across a "gap" that separates them. Teachers are described as having practical concerns about their own classrooms and little patience for "theoretical" issues. Researchers are described as removed from day-to-day classroom concerns and oriented to more abstract factors that, if not "universal," are at least "generalizable." In reality, many researchers share with teachers the goal of making teaching and learning as successful as possible. What they learn from each other can help them reach that goal. In this article, we discuss 3 guiding principles that help to create the conditions for productive collaboration: (a) build trust and long-term relationships, (b) build and share knowledge, and (c) follow up and provide feedback. We describe how the cycle of observation, correlation, and experimentation influenced our research and created opportunities to investigate questions that were of interest to us as researchers and relevant to teachers' goals. We use examples of our own studies and those of other researchers who have engaged in long-term teacherresearcher collaborations, illustrating how the research-pedagogy link can be strengthened.

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“…In terms of language immersion, research on teachers and teacher education long ago recognised the need for special training for immersion teacherswithin both initial teacher education and professional in-service training. However, findings stemming from this perspective have concentrated on the language competencies and pedagogical skills needed for teachers to successfully integrate content and language in their teaching (see, e.g., Cammarata & Ó Ceallaigh, 2018) instead of emphasising the importance of teacher socialisation in language immersion.…”

Section: Language Socialisationmentioning

confidence: 99%

A language socialisation perspective on Swedish immersion in Finland

Björklund

Mård-Miettinen

Pakarinen

2022

JICB

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This retrospective review applies a language socialisation perspective in examining the findings of a four-year research project on Swedish immersion in Finland. Findings from nine sub-studies within the project are reported with a point-of-view from three key actors’ (teachers, students, and parents) language socialisation processes. Results show that a special feature of immersion teacher socialisation is its continuous attention toward the additive multilingual nature of immersion education, which requires sustained attention to multilingual language use and development. Students in Swedish immersion are socialised into the use of multiple languages in school and act as socialisation agents also outside school. They bring the immersion language to their homes and influence the family language use. Immersion may thus have a considerable influence on how majority language speakers self-identify as language users. Altogether, the sub-studies demonstrate that the benefits of immersion education extend well beyond learning success of students.

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Teacher education and professional development for immersion and content-based instruction

Cited by 22 publications

References 77 publications

Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies

Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies

In it Together: Teachers, Researchers, and Classroom SLA

A language socialisation perspective on Swedish immersion in Finland

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