1887
Volume 6, Issue 2
  • ISSN 2212-8433
  • E-ISSN: 2212-8441
USD
Buy:$35.00 + Taxes

Abstract

Abstract

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.

Loading

Article metrics loading...

/content/journals/10.1075/jicb.17019.ted
2018-10-23
2025-02-11
Loading full text...

Full text loading...

References

  1. Adair-Hauck, B., Glisan, E. W., & Troyan, F. J.
    (2013) Implementing Integrated Performance Assessment. Alexandria, VA: American Council on the Teaching of Foreign Languages.
    [Google Scholar]
  2. Allen, P., Swain, M., Harley, B., & Cummins, J.
    (1990) Aspects of classroom treatment: Toward a more comprehensive view of second language education. InB. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of second language proficiency (pp.57–81). Cambridge: Cambridge University Press. doi: 10.1017/CBO9781139524568.007
    https://doi.org/10.1017/CBO9781139524568.007 [Google Scholar]
  3. Calderhead, J., & Gates, P.
    (Eds.) (1993) Conceptualising reflection in teacher development. Bristol, PA: Falmer.
    [Google Scholar]
  4. Cammarata, L., & Tedick, D. J.
    (2012) Balancing content and language in instruction: The experience of immersion teachers. Modern Language Journal, 96(2), 251–269. doi: 10.1111/j.1540‑4781.2012.01330.x
    https://doi.org/10.1111/j.1540-4781.2012.01330.x [Google Scholar]
  5. Clift, R. T., Houston, W. R., & Pugach, M. C.
    (Eds.) (1990) Encouraging reflective practice: An analysis of issues and programs. New York, NY: Teachers College Press.
    [Google Scholar]
  6. Cuddapah, J. L., & Clayton, C. D.
    (2011) Using Wenger’s communities of practice to explore a new teacher cohort. Journal of Teacher Education, 62(1), 62–75. doi: 10.1177/0022487110377507
    https://doi.org/10.1177/0022487110377507 [Google Scholar]
  7. Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruiz-Figueroa, O., & Escamilla, M.
    (2014) Biliteracy from the start: Literacy squared in action. Philadelphia: Caslon.
    [Google Scholar]
  8. Flint, A. S., Zisook, K., & Fisher, T. R.
    (2011) Not a one-shot deal: Generative professional development among experienced teachers. Teaching and Teacher Education, 27, 1163–1169. doi: 10.1016/j.tate.2011.05.009
    https://doi.org/10.1016/j.tate.2011.05.009 [Google Scholar]
  9. Fortune, T. W., Tedick, D. J., & Walker, C. L.
    (2008) Integrated language and content teaching: Insights from the immersion classroom. InT. W. Fortune & D. J. Tedick (Eds.) Pathways to multilingualism: Evolving perspectives on immersion education (pp.71–96). Clevedon, UK: Multilingual Matters.
    [Google Scholar]
  10. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F. & Yoon, K. S.
    (2001) What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. doi: 10.3102/00028312038004915
    https://doi.org/10.3102/00028312038004915 [Google Scholar]
  11. Genesee, F.
    (1987) Learning through two languages: Studies of immersion and bilingual education. Rowley, MA: Newbury House.
    [Google Scholar]
  12. Kong, S.
    (2009) Content-based instruction: What can we learn from content-trained teachers’ and language-trained teachers’ pedagogies?Canadian Modern Language Review, 66, 233–269. doi: 10.3138/cmlr.66.2.233
    https://doi.org/10.3138/cmlr.66.2.233 [Google Scholar]
  13. Lave, J., & Wenger, E.
    (1991) Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511815355
    https://doi.org/10.1017/CBO9780511815355 [Google Scholar]
  14. Lindholm-Leary, K., & Genesee, F.
    (2014) Student outcomes in one-way, two-way, and indigenous language immersion education. Journal of Immersion and Content-Based Language Education, 2(2), 165–180. doi: 10.1075/jicb.2.2.01lin
    https://doi.org/10.1075/jicb.2.2.01lin [Google Scholar]
  15. Llinares, A., Morton, T., & Whittaker, R.
    (2012) The roles of language in CLIL. Cambridge: Cambridge University Press.
    [Google Scholar]
  16. Lyster, R.
    (2018) Making research on instructional SLA relevant for teachers through professional development. Language Teaching Research. doi: 10.1177/1362168818776667
    https://doi.org/10.1177/1362168818776667 [Google Scholar]
  17. (2007) Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins. doi: 10.1075/lllt.18
    https://doi.org/10.1075/lllt.18 [Google Scholar]
  18. Lyster, R., & Tedick, D. J.
    (2014) Research perspectives on immersion pedagogy: Looking back and looking forward. Journal of Immersion and Content-Based Language Education, 2(2), 210–224. doi: 10.1075/jicb.2.2.04lys
    https://doi.org/10.1075/jicb.2.2.04lys [Google Scholar]
  19. Lyster, R., & Ballinger, S.
    (2011) Content-based language teaching: Convergent concerns across divergent contexts. Language Teaching Research, 15, 279–288. doi: 10.1177/1362168811401150
    https://doi.org/10.1177/1362168811401150 [Google Scholar]
  20. Lyster, R., Collins, L., & Ballinger, S.
    (2009) Linking languages: A bilingual read-aloud project. Language Awareness, 18, 366–383. doi: 10.1080/09658410903197322
    https://doi.org/10.1080/09658410903197322 [Google Scholar]
  21. Lyster, R., Quiroga, J., & Ballinger, S.
    (2013) The effects of biliteracy instruction on morphological awareness. Journal of Immersion and Content-Based Language Education, 1(2), 169–197. doi: 10.1075/jicb.1.2.02lys
    https://doi.org/10.1075/jicb.1.2.02lys [Google Scholar]
  22. Mak, B., & Pun, S. -H.
    (2015) Cultivating a teacher community of practice for sustainable professional development: Beyond planned efforts. Teachers and Teaching, 21(1), 4–21. doi: 10.1080/13540602.2014.928120
    https://doi.org/10.1080/13540602.2014.928120 [Google Scholar]
  23. Morton, T.
    (2016) Conceptualizing and investigating teachers’ knowledge for integrating content and language in content-based instruction. Journal of Immersion and Content-Based Language Education, 4(2), 144–167. doi: 10.1075/jicb.4.2.01mor
    https://doi.org/10.1075/jicb.4.2.01mor [Google Scholar]
  24. Nikula, T., Dafouz, E., Moore, P., & Smit, U.
    (2016) Conceptualising integration in CLIL and multilingual education. Bristol: Multilingual Matters. doi: 10.21832/9781783096145
    https://doi.org/10.21832/9781783096145 [Google Scholar]
  25. Potowski, K.
    (2007) Language and identity in a dual immersion school. Clevedon, UK: Multilingual Matters.
    [Google Scholar]
  26. Saldaña, J.
    (2013) The coding manual for qualitative researchers (2nd ed.). Los Angeles, CA: Sage.
    [Google Scholar]
  27. Salomone, A.
    (1992) Immersion teachers’ pedagogical beliefs and practices: Results of a descriptive analysis. InE. B. Bernhardt (Ed.), Life in language immersion classrooms (pp.9–44). Clevedon, UK: Multilingual Matters.
    [Google Scholar]
  28. Shasavar-Arshad, V.
    (2015) Learning to bridge language and content: Teachers’ experiences during a professional development initiative on content-based instruction (Unpublished MA thesis). McGill University, Montreal, Canada.
    [Google Scholar]
  29. Spilka, I.
    (1976) Assessment of second language performance in immersion programs. The Canadian Modern Language Review, 32(5), 543–561. doi: 10.3138/cmlr.32.5.543
    https://doi.org/10.3138/cmlr.32.5.543 [Google Scholar]
  30. Takahashi, S.
    (2011) Co-constructing efficacy: A “communities of practice” perspective on teachers’ efficacy beliefs. Teaching and Teacher Education, 27, 732–741. doi: 10.1016/j.tate.2010.12.002
    https://doi.org/10.1016/j.tate.2010.12.002 [Google Scholar]
  31. Tedick, D. J., & Fortune, T. W.
    (2013) Bilingual/immersion teacher education. InC. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp.438–443). Hoboken, NJ: Wiley-Blackwell. doi: 10.1002/9781405198431.wbeal0096
    https://doi.org/10.1002/9781405198431.wbeal0096 [Google Scholar]
  32. Tedick, D. J. & Young, A. I.
    (2016) Fifth grade two-way immersion students’ responses to form-focused instruction. Applied Linguistics, 37(6), 784–807. doi: 10.1093/applin/amu066
    https://doi.org/10.1093/applin/amu066 [Google Scholar]
  33. Tsui, A. B. M.
    (2007) Complexities of identify formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657–680. doi: 10.1002/j.1545‑7249.2007.tb00098.x
    https://doi.org/10.1002/j.1545-7249.2007.tb00098.x [Google Scholar]
  34. Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S.
    (2009) Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.
    [Google Scholar]
  35. Wenger, E.
    (1998) Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511803932
    https://doi.org/10.1017/CBO9780511803932 [Google Scholar]
  36. Wenger-Trayner, E., & Wenger-Trayner, B.
    (2015) Communities of practice: A brief introduction. Retrieved fromwenger-trayner.com/wp-content/uploads/2015/04​/07-Brief-introduction-to-communities-of-practice.pdf
  37. Wesely, P. M.
    (2013) Investigating the community of practice of world language educators on Twitter. Journal of Teacher Education, 64(4), 305–318. doi: 10.1177/0022487113489032
    https://doi.org/10.1177/0022487113489032 [Google Scholar]
  38. Wiggins, G., & McTighe, J.
    (2005) Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
    [Google Scholar]
/content/journals/10.1075/jicb.17019.ted
Loading
/content/journals/10.1075/jicb.17019.ted
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error