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

Cammarata, Laurent; Ceallaigh, T.J. Ó

doi:10.1075/bct.110.jicb.00004.cam

Cited by 6 publications

(5 citation statements)

References 34 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: 93%

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: 93%

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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“…As McDougald (2019) affirmed: "It is no secret that learners will not succeed throughout the teaching and learning process if teachers are not properly trained" (p. 199). The concept of professional development must include teacher training as an essential aspect, given that successful programmes combine teacher training and professional development (Cammarata and Ceallaigh 2020). In the CLIL approach, professional development is defined by different aspects like language, content expertise, context, teacher, and learner (McDougald 2019).…”

Section: Professional Development In Clil: Integrating Video-based Te...mentioning

confidence: 99%

Professional Development of Pre-Service Language Teachers in Content and Language Integrated Learning: A Training Programme Integrating Video Technology

Díaz-Martín

2023

Languages

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Over the years, the integration of technology in bilingual education has become increasingly significant. In the European context, particularly in Content and Language Integrated Learning (CLIL), supporting the professional development of future educators has emerged as a crucial aspect. Video-based technology plays a key role in the training of pre-service language teachers, where it serves as a valuable tool for teacher education. There is a growing demand to enhance language teachers’ professional development programs, especially within the realm of CLIL teacher education. This study presents a video-based technology training programme intended to enhance the professional development of pre-service language teachers in CLIL. After implementation of the video-based training programme, semi-structured interviews with pre-service language teachers were conducted to evaluate the impact of the programme. The results show a positive influence on the pre-service language teachers’ professional development. The utilization of video-based technology was found to significantly improve their comprehension of CLIL while fostering their awareness of their teaching practice. For the research community, these encouraging results should act as a driving force to continue exploring video technology within teacher education programs in CLIL to enhance educators’ professional development.

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“…Ar an gcéad dul síos, cé gur léiríodh gur éirigh le daltaí i gcláir thumoideachais scileanna gabhchumais a fhorbairt atá ar aon dul le cainteoirí dúchais, léiríodh freisin go bhfuil scileanna ginchumais níos ísle acu i dtéarmaí sainiúlacht stór focal, cruinneas gramadaí, agus oiriúnacht úsáide (Christian & Genesee, 2001;Genesee, 1994;Ó Duibhir, 2009Ó Duibhir, , 2018Walsh, 2007). Ina dhiaidh sin, ó tharla go gcuirtear béim mhór ar an ábhar i gcláir thumoideachais, is dúshlán leanúnach é do mhúinteoirí freastal ar an ábhar riachtanach agus ar fhorbairt eolas agus fheasacht na ndaltaí ar an teanga (Cammarata & Tedick, 2012;Cammarata & Ó Ceallaigh, 2020). Bíonn dúshláin mhóra le sárú ag múinteoirí tumoideachais chun déileáil le héilimh an ábhair acadúil agus, ag an am céanna, chun inniúlacht sa tumtheanga a fhorbairt.…”

Section: Comhtháthú áBhar Agus Teanga Sa Tumoideachasunclassified

Comhtháthú Ábhar agus Teanga le Cuidiú Teicneolaíochta san Ardoideachas (E-CÁTA): Eispéiris Mac Léinn Iarchéime

Ceallaigh

2021

TEANGA

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Úsáidtear an iliomad téarmaí chun tagairt do chuir chuige theagaisc ina ndéantar an fhoghlaim ábhair agus an fhoghlaim teanga a chomhtháthú, mar shampla tumoideachas, teagasc ábharbhunaithe (CBI), foghlaim chomhtháite ábhair agus teanga (FCÁT), cé go bhfuil mar an cuspóir coiteann acu go léir an dátheangachas suimitheach ina ndírítear ag an am céanna ar an bhfoghlaim ábhair agus ar an bhfoghlaim teanga. Tá fás tagtha ar an teagasc i dteanga iasachta ar fud na cruinne san ardoideachas (i.e. CÁTA) ach níl tuiscint iomlán againn go fóill ar conas an cumasc is éifeachtaí agus is éifeachtúla a dhearadh san ardoideachas ná ar conas a théann CÁTA i bhfeidhm ar eispéiris mac léinn iarchéime atá mar fhoghlaimeoirí teanga agus ábhar araon. Sa pháipéar seo, dírítear ar pheirspictíochtaí agus ar eispéiris mac léinn iarchéime agus iad ag gabháil le clár CÁTA le cuidiú teicneolaíochta (i.e. E-CÁTA) ar mhaithe le solas a chaitheamh ar an ábhar seo. Bailíodh sonraí cáilíochtúla agus cainníochtúla ó fhoinsí éagsúla, mar shampla meastóireachtaí deireadh modúil ar líne, meastóireachtaí na modúl le mic léinn ar an láthair, fócasghrúpaí, obair na mac léinn, breathnóireacht á déanamh ag teagascóirí, agus nótaí a scríobh na teagascóirí ar an láthair. Soláthraítear leis na torthaí léargais uathúla maidir lena éifeachtaí atá E-CÁTA mar a léirítear le hinspreagadh, neamhspleáchas agus rath na mac léinn. Cothaíodh pobal agus acmhainneacht, mar aon le hinniúlacht dhigiteach na mac léinn. Mar fhocal scoir, roinntear freisin na ceachtanna a foghlaimíodh mar aon le príomhthréithe a bhaineann le heispéiris foghlama E-CÁTA atá éifeachtach, faoi mar a léirítear sa staidéar seo, ar mhaithe leis an ngort a shaibhriú. [A wide range of terms are used to refer to instructional approaches for the integration of content and language learning e.g. immersion, content-based instruction (CBI), content and language integrated learning (CLIL), although they all commonly share the purpose of additive bilingualism via a dual focus on content and language learning. Instruction in a foreign language in higher education (i.e. ICLHE) has increased around the globe but we still have an incomplete understanding of how to design the most effective and efficient blend in higher education and of how ICLHE affects the experiences of postgraduate students who are both language and content learners. In this paper, perspectives and experiences of postgraduate students who are undertaking a technology-enhanced ICLHE programme (i.e. ICLHE) are explored in order to shed light on this topic. Qualitative and quantitative data were collected from a variety of sources e.g. online end-of-module evaluations, on-site student evaluations of modules, focus groups, students’ work, tutor observations, and tutor field notes. Findings provide unique insights in relation to the effectiveness of E-ICLHE as indicated by student motivation, autonomy and success. Community and capacity were cultivated and students’ digital competence was fostered. Finally, the lessons learned are shared along with the main characteristics associated with E-ICLHE learning experiences which are effective in enriching the field, as shown in this study.]

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

Cited by 6 publications

References 34 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

Professional Development of Pre-Service Language Teachers in Content and Language Integrated Learning: A Training Programme Integrating Video Technology

Comhtháthú Ábhar agus Teanga le Cuidiú Teicneolaíochta san Ardoideachas (E-CÁTA): Eispéiris Mac Léinn Iarchéime

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