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Journal of Immersion and Content-Based Language Education

image of Journal of Immersion and Content-Based Language Education
ISSN 2212-8433
E-ISSN 2212-8441

<p>JICB aims at publishing research on language immersion and other types of content-based language education programmes that are subject matter-driven and subject matter-accountable. The journal provides a forum for research on well-established immersion and content-based programmes as well as research on new initiatives within the broad field of content-based language education. Both programme-specific and programme-contrastive articles are invited.</p><p>JICB editors welcome submissions of the highest quality that report on empirical research and/or offer theoretical discussions, and we seek innovative submissions that push the field forward and generate new knowledge. We encourage work that aims to break down barriers that have isolated language education from other disciplines. The content of each JICB issue is expected to be geographically broad and multidisciplinary (pedagogy; applied linguistics; sociology; psychology; speech, language, hearing sciences; language policy and planning; etc.). JICB supports the use of a wide range of research methodologies (qualitative, quantitative, mixed methods), including action research.</p>

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  • A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate
    • Authors: Merrill Swain, and Sharon Lapkin
    • Source: Journal of Immersion and Content-Based Language Education, Volume 1, Issue 1, 2013, pages: 101 –129
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    • An enduring issue in immersion education focuses on the appropriate use of the L1 in the one-way or two-way immersion classroom. In this article we discuss several key constructs (mediation, languaging, the cognition/emotion relationship, zone of proximal development) that are central to a Vygotskian sociocultural theory of mind perspective on second language learning and teaching. Each discussion of a theoretical construct is followed by a review of one or more key research studies from one-way or two-way immersion contexts whose findings we highlight or re-interpret in light of Vygotsky’s insights. The theory and research yield three important guiding principles with the goal of helping educators to make decisions about their language use choices in the immersion classroom.
  • CLIL classroom discourse: Research from Europe
    • Authors: Tarja Nikula, Christiane Dalton-Puffer, and Ana Llinares García
    • Source: Journal of Immersion and Content-Based Language Education, Volume 1, Issue 1, 2013, pages: 70 –100
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    • Under the label of Content and Language Integrated Learning (CLIL) the teaching of curriculum subjects through the medium of a foreign language has become a widely accepted feature in mainstream education systems in Europe and other parts of the world. After contextualizing its subject matter in CLIL research as a whole, this article focuses on research into classroom discourse. In order to unravel the complexities involved, three different takes on CLIL classroom discourse are discussed as an evidence-base for (a) language learning, (b) language use and social-interactional aspects of L2-interaction, and (c) processes of knowledge construction in and through a second or foreign language. The article concludes with an outline of requirements for further research in the area.
  • Two case studies of content-based language education
    • Authors: Fred Genesee, and Kathryn Lindholm-Leary
    • Source: Journal of Immersion and Content-Based Language Education, Volume 1, Issue 1, 2013, pages: 3 –33
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    • This article describes and discusses two case studies of content-based instruction for second language education — foreign/second language immersion for majority language students in Canada and dual language education for minority language students in the U.S. After discussing the rationale for CBI in general, we examine 45 years of research on each program model and provide empirical evidence on a number of important issues, including: students’ proficiency in the two languages used for instruction; non-language academic outcomes; whether age is an important factor in students’ language outcomes; and the relationship between age of first exposure to the second language and outcomes in that language. Two outstanding major issues are discussed at some length; namely, the suitability of these programs for at-risk learners and the need for a coherent model of how best to integrate language and content instruction to maximize second language proficiency without detracting from academic achievement. Suggestions for future directions are provided.
  • The effects of biliteracy instruction on morphological awareness
    • Authors: Roy Lyster, Jorge Quiroga, and Susan Ballinger
    • Source: Journal of Immersion and Content-Based Language Education, Volume 1, Issue 2, 2013, pages: 169 –197
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    • This classroom intervention study investigated the effects of biliteracy instruction on Grade 2 students’ morphological awareness in French and English. Three pairs of partner teachers (French/English) participating in a professional development project co-designed and implemented biliteracy tasks across their French and English classes, which together comprised a total of 80 students identified as dominant in either French or English or as French-English bilinguals. The biliteracy instruction integrated a linguistic focus on derivational morphology with a thematic focus on illustrated storybooks. Before and after the intervention, separate measures of morphological awareness in French and English were administered to a subsample of their students (n = 45) as well as to a comparison group of students (n = 20) not receiving the instruction. The experimental group significantly outperformed the comparison group in French, but not in English, yet when students’ language dominance was accounted for in the English measure, English-dominant students in the experimental group significantly outperformed their counterparts in the comparison group.
  • Towards a cross-linguistic pedagogy: Biliteracy and reciprocal learning strategies in French immersion
    • Author: Susan Gail Ballinger
    • Source: Journal of Immersion and Content-Based Language Education, Volume 1, Issue 1, 2013, pages: 131 –148
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    • This article reports on a 7-week classroom intervention in two Grade 3 French immersion schools near Montreal, Quebec, that enroll both English- and French-dominant students. The teaching intervention aimed to bridge the students’ first and second languages through collaborative language learning strategies designed to enhance students’ awareness of their and their partner’s language production and a ‘biliteracy’ project that linked English and French language arts content. Data collection consisted of audiotaped interactions between eight student pairs as they worked on collaborative tasks for the biliteracy project. A qualitative and quantitative analysis examined how the biliteracy project and strategy instruction influenced students’ collaborative interaction and reciprocal learning. All recorded pairs engaged in reciprocal strategy use and extensive on-task collaboration; nevertheless, the quality of their interaction was tempered by their engagement in further interactional moves that supported contributions from their partners.
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