Fortune / Tedick Pathways to Multilingualism

Evolving Perspectives on Immersion Education
1. Auflage 2008
ISBN: 978-1-84769-037-1
Verlag: De Gruyter
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 248 Seiten

Reihe: Bilingual Education & Bilingualism

In this volume an international roster of scholars offers theoretical perspectives, research reviews and empirical studies on teaching, learning and language development in immersion education. The editors bring together research from three distinct branches, including foreign language, bilingual and indigenous immersion programs.

Autoren/Hrsg.

Fortune, Tara Williams

Tedick, Diane J.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften

Inhaltsverzeichnis

Foreword - Donna Christian
Acknowledgements
Introduction to the Volume - Tara Williams Fortune and Diane J. Tedick
1. One-Way, Two-Way and Indigenous Immersion: A Call for Cross-Fertilization - Tara Williams Fortune and Diane J. Tedick
2. Dual Language in the Global Village - Fred Genesee
Section I: Evolving Perspectives on Immersion Pedagogy
3. Paying Attention to Language: Literacy, Language, and Academic Achievement - Myriam Met
4. Integrated Language and Content Teaching: Insights from the Language Immersion Classroom - Tara Williams Fortune, Diane J. Tedick and Constance L. Walker
5. Diversity Up Close: Building Alternative Discourses in the Two-way Immersion Classroom - Deborah K. Palmer
Section II: Evolving Perspectives on Language Development in Immersion Classrooms
6. Lexical Learning Through a Multitask Activity: The Role of Repetition - Merrill Swain and Sharon Lapkin
7. Instructional Counterbalance in Immersion Pedagogy - Roy Lyster and Hirohide Mori
8. Teacher Strategies for Second Language Production in Immersion Kindergarten in Finland - Margareta Södergård
Section III: Evolving Perspectives on Social Context and its Impact on Immersion Programs
9. Language Development and Academic Achievement in Two-Way Immersion Programs - Kathryn Lindholm-Leary and Elizabeth R. Howard
10. Developing a Critical Awareness of Language Diversity in Immersion - Diane Dagenais
11. Restoring Aboriginal Languages: Immersion and Intensive Language Program Models in Canada - Merle Richards and Barbara Burnaby
12. Late Immersion in Hong Kong: Still Stressed or Making Progress? - Philip Hoare and Stella Kong
Synthesis Chapter for the Volume
13. Concluding Thoughts: Does the Immersion Pathway Lead to Multilingualism? - G. Richard Tucker and Deborah Dubiner

Über Autor(innen)

Fortune Tara Williams:
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.Tedick Diane J.:
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.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. 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.