Immersion Education: Practices, Policies, Possibilities

Author:   Diane J. Tedick ,  Donna Christian ,  Tara Williams Fortune
Publisher:   Channel View Publications Ltd
Volume:   83
ISBN:  

9781847694034


Pages:   312
Publication Date:   05 July 2011
Format:   Hardback
Availability:   In Print   Availability explained
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Immersion Education: Practices, Policies, Possibilities


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Full Product Details

Author:   Diane J. Tedick ,  Donna Christian ,  Tara Williams Fortune
Publisher:   Channel View Publications Ltd
Imprint:   Multilingual Matters
Volume:   83
Dimensions:   Width: 14.80cm , Height: 2.20cm , Length: 21.00cm
Weight:   0.517kg
ISBN:  

9781847694034


ISBN 10:   1847694039
Pages:   312
Publication Date:   05 July 2011
Audience:   Professional and scholarly ,  Professional and scholarly ,  Professional & Vocational ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print   Availability explained
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

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Reviews

This collection of cutting-edge research into different immersion contexts and student types around the globe - many of which the field has never read about before - will be of interest not only to researchers, but also to parents, teachers, administrators, program evaluators, and community members. Kudos to the editors for a fascinating compilation. Kim Potowski, University of Illinois-Chicago The editors of this timely volume invite readers to 'dwell in possibility' as they reflect on the current and future state of immersion education across the globe. While highlighting the continued growth and benefits of a range of immersion programs, this volume effectively addresses the many challenges inherent in teaching languages through content and aptly explores the 'yet-to-be-realized potential' of immersion education. Roy Lyster, McGill University


This collection of cutting-edge research into different immersion contexts and student types around the globe - many of which the field has never read about before - will be of interest not only to researchers, but also to parents, teachers, administrators, program evaluators, and community members. Kudos to the editors for a fascinating compilation. Kim Potowski, University of Illinois-Chicago The editors of this timely volume invite readers to 'dwell in possibility' as they reflect on the current and future state of immersion education across the globe. While highlighting the continued growth and benefits of a range of immersion programs, this volume effectively addresses the many challenges inherent in teaching languages through content and aptly explores the 'yet-to-be-realized potential' of immersion education. Roy Lyster, McGill University Educational research on immersion education offers an important rejoinder to the monolingual bias that still shapes so much educational policy and practice towards bilingual students. Edited by leading international authorities in immersion education, this timely and important volume is a major contribution to the field. It provides a comprehensive and compelling account of the latest developments in immersion education. Its emphasis on policy and pedagogy, along with its international reach, make it a must read for all those interested in improving the educational outcomes of bilingual students. Stephen May, University of Auckland


"This collection of cutting-edge research into different immersion contexts and student types around the globe - many of which the field has never read about before - will be of interest not only to researchers, but also to parents, teachers, administrators, program evaluators, and community members. Kudos to the editors for a fascinating compilation. -- Kim Potowski, University of Illinois-Chicago The editors of this timely volume invite readers to 'dwell in possibility' as they reflect on the current and future state of immersion education across the globe. While highlighting the continued growth and benefits of a range of immersion programs, this volume effectively addresses the many challenges inherent in teaching languages through content and aptly explores the 'yet-to-be-realized potential' of immersion education. -- Roy Lyster, McGill University Educational research on immersion education offers an important rejoinder to the monolingual bias that still shapes so much educational policy and practice towards bilingual students. Edited by leading international authorities in immersion education, this timely and important volume is a major contribution to the field. It provides a comprehensive and compelling account of the latest developments in immersion education. Its emphasis on policy and pedagogy, along with its international reach, make it a must read for all those interested in improving the educational outcomes of bilingual students. -- Stephen May, University of Auckland ""Immersion Education -- Practices, Policies, Possibilities"" is a resource full of interesting material for anybody interested in L2 acquisition. The book offers so many insights into various ways of implementing immersion, some of which have received little attention elsewhere...This is a highly recommended book for anyone interested in the immersion approach to language learning. It opens up new perspectives, and indeed ""dwells in possibility"" for the future implementation of immersion programs in various shapes. -- Liss Kerstin Sylven, University of Gothenburg the LINGUIST List 23.1100"


Author Information

Author Website:   http://www.carla.umn.edu

Diane Tedick is Associate Professor of Second Languages and Cultures Education at the University of Minnesota. For over 20 years she has worked in the preparation of preservice teachers and ongoing professional development of inservice teachers representing a variety of language teaching contexts: immersion and bilingual programs, world languages, and ESL. Her professional and research interests focus on the pedagogy required for successful integration of language and content instruction, student oral language proficiency development in immersion programs, and language teacher development. Donna Christian is a senior fellow at the Center for Applied Linguistics in Washington, DC (www.cal.org). Her work focuses on the role of language in education and society, with special interests in dual language education, second language learning, dialect diversity, and public policy. Tara Williams Fortune is an Immersion Teaching Specialist and Coordinator of the Immersion Projects at the Center for Advanced Research on Language Acquisition at the University of Minnesota. She is founding editor of The American Council on Immersion Education (ACIE) Newsletter, a publication written for and by immersion practitioners that is currently in its 14th year of dissemination. Her professional and research interests focus on struggling immersion learners, K-8 oral proficiency development of immersion students, and language and literacy development in early total Chinese immersion programs.

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Author Website:   http://www.carla.umn.edu

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