Overview

This book fills a large gap in our understanding of how to prepare teachers for the challenging but increasingly popular task of integrating content and language instruction. It brings together findings on content-based teacher education from Africa, Asia, Australia, Europe and North America in order to inform researchers and teacher educators and enable them to play a critical role in the continued success of such programs. It offers a solid grounding in theories and applications of content-based approaches with empirical studies investigating teacher identity, materials design, use of cognitive discourse functions and best practices for teacher education. Responding to the growing popularity of content-based programs and the shortage of qualified teachers for these contexts, this book promotes teacher-researcher collaboration and provides support for trainee teachers, in-service teachers and course leaders.

Full Product Details

9781800410596

Table of Contents

Reviews

Altering perspectives on how we effectively learn languages in these fast-changing times is driving innovation on how we prepare educators with the knowledge, skills, and confidence to teach using integrative practices. Drawing on an expanding evidence base of effective practice this book provides us with insights on how to build meaningful changes into the professional development of teachers through innovative forms of teacher education. * David Marsh, Marsh Education Design, Finland * This book successfully bundles the collective efforts of researchers and teacher educators from across the globe towards shaping teacher preparation and development for language-content-integrated education. Many powerful examples of professional learning and research will inspire readers from diverse multilingual contexts. Congratulations to the editors! * Christiane Dalton-Puffer, University of Vienna, Austria *

Altering perspectives on how we effectively learn languages in these fast-changing times is driving innovation on how we prepare educators with the knowledge, skills, and confidence to teach using integrative practices. Drawing on an expanding evidence base of effective practice this book provides us with insights on how to build meaningful changes into the professional development of teachers through innovative forms of teacher education. * David Marsh, Marsh Education Design, Finland *

Author Information

Susan Ballinger is Associate Professor in the Department of Integrated Studies in Education at McGill University, Canada. Her research interests include language awareness, peer interaction and cross-linguistic pedagogy and she is General Editor of the Journal of Immersion and Content-Based Language Education. Ruth Fielding is Associate Professor in Languages and TESOL Teacher Education at Monash University, Australia. Her research examines multilingual identity, language teacher identity, bilingual education in Australia and intercultural approaches to language education. Diane J. Tedick is Professor Emeritus of Second Language Education at the University of Minnesota, USA. Her research interests include student language development in immersion education and immersion/dual language teacher education and professional development.

Tab Content 6

Customer Reviews

Recent Reviews

Countries Available