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Author:   Susan Ballinger ,  Ruth Fielding ,  Diane J. Tedick
Publisher:   Multilingual Matters
Imprint:   Multilingual Matters
Dimensions:   Width: 15.60cm , Height: 2.00cm , Length: 23.40cm
Weight:   0.590kg
ISBN:  

9781800410589

ISBN 10:   1800410581
Pages:   384
Publication Date:   10 September 2024
Audience:   Professional and scholarly ,  Professional and scholarly ,  Professional & Vocational ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Contributors Acknowledgements Do Coyle: Foreword Susan Ballinger, Diane J. Tedick and Ruth Fielding: Introduction: A Proposal for Change in Content and Language Integrated Teacher Education Part 1: Practices in Content-Based Teacher Education   Chapter 1. Tom Morton and Ana Llinares: Building Teachers’ Knowledge of Cognitive Discourse Functions to Integrate Content and Language Chapter 2. Diane J. Tedick, Corinne S. Mathieu and Danielle Dupuis: Learning Content and Language Integration: Assessing the Effectiveness of In-Service Professional Development for Immersion Teachers Chapter 3. Laurent Cammarata, Sylvie Blain and Martine Cavanagh: Teaching Preparation for the Integration of Language and Literacy in the Disciplines: Challenges and Possibilities for Canadian French Immersion Chapter 4. Vasiliki Spiliotopoulos: Faculty Engagement and Content-Based Language Education: An Appreciative Inquiry Approach to French Teacher Education in Western Canada Part 2: Teachers’ Perspectives on Professional Development Chapter 5. Peichang (Emily) He: The Impact of CLIL Teacher Professional Development on Teacher Change in Asian Contexts: An Awareness-Knowledge-Practice-Research Model Chapter 6. T.J. Ó Ceallaigh, Muiris Ó Laoire and Máire Uí Chonghaile: Triggering Teacher Identity Reconfiguration in Secondary Immersion Chapter 7. Susan Ballinger, Austin Learning, Fred Genesee, Caroline Erdos and Andréanne Langevin: Professional Development and Teacher Content-Language Awareness in Canadian French Immersion Chapter 8. Ruth Fielding and Lesley Harbon: Teacher Perception of the Link Between Professional Learning and Professional Identities and Confidence in Integrating Content and Language Chapter 9. Nhlanhla Mpofu and Mncedisi C. Maphalala: South African Content Teachers’ Experiences: Integrating English Across the Curriculum as a Continuous Professional Development Practice Chapter 10. Ulla Fürstenberg, Margit Reitbauer and Petra Kletzenbauer: Creating a Bilingual Space: Translanguaging as a Pedagogical Choice for Tertiary CLIL Part 3: Teacher-Researcher Collaborations Chapter 11. Angel M. Y. Lin, Peichang (Emily) He, Michael Kai-yip Tsang and Wai Yin Tse: Professional Co-Development of CLIL Teachers and Teacher Educators in Collaborative Action Research: Thematic-Pattern-Based “Concept+Language Mapping” Chapter 12. Marianne Turner: Increasing the Knowledge Base of Teacher Educators through Teacher-Researcher Collaboration Chapter 13. Silvia Rieder-Marschallinger: Creating Content-and-Language-Integrative Materials for the Bilingual History Classroom through Design-Based Research: The Role of Teacher-Researcher Collaboration Chapter 14. Corinne S. Mathieu: Redesigning Pedagogical Materials for Content and Language Integration: A Materials Perspective for Secondary Dual Language and Immersion Teacher Professional Development Chapter 15. Limin Yuan and Yuen Yi Lo: Promoting CLIL Teacher Development through a Materials-Driven Model of Teacher-Researcher Collaboration: A Case Study Index

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.

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