Scaffolding Language Development in Immersion and Dual Language Classrooms PDF
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“I would highly recommend this book to preservice and in-service K–12 teachers, other educators, and researchers interested in second language education. Tedick and Lyster provide a much-needed research-based presentation of pedagogical practices to enhance language development in dual language and immersion classrooms. Their clear definitions, specific strategies and instructional models, and self-assessment tools add a significant layer of depth to our understanding of how to teach two languages in dual language and immersion classrooms. This book provides important implications for program design, curriculum, and instructional practices in dual language and immersion programs to significantly improve language learning and teaching. Buy it today and use it tomorrow!” – Kathryn Lindholm-Leary, Professor Emerita, Child and Adolescent Development, San Jose State University, USA “Tedick and Lyster have drawn on decades of research and experience to produce this remarkable book. The authors’ deep knowledge of classroom practices and their respect for teachers’ creativity and hard work are reflected on every page. From reviewing research findings to providing guidance for lesson planning and pedagogy, the book is comprehensive, original, and practical. It will become a foundational text for teacher education and professional development in immersion and dual language education.” – Patsy Lightbown, Distinguished Professor Emerita, Education, Concordia University, Canada SCAFFOLDING LANGUAGE DEVELOPMENT IN IMMERSION AND DUAL LANGUAGE CLASSROOMS This book introduces research-based pedagogical practices for supporting and enhancing language development and use in school-based immersion and dual language programs in which a second, foreign, heritage, or indigenous language is used as the medium of subject-matter instruction. Using counterbalanced instruction as the volume’s pedagogical framework, the authors map out the specific pedagogical skill set and knowledge base that teachers in immersion and dual language classrooms need so their students can engage with content taught through an additional language while continuing to improve their proficiency in that language. To illustrate key concepts and effective practices, the authors draw on classroom-based research and include teacher-created examples of classroom application. The following topics are covered in detail: • defining characteristics of immersion and dual language programs and features of well-implemented programs • strategies to promote language and content integration in curricular planning as well as classroom instruction and performance assessment • an instructional model to counterbalance form-focused and content-based instruction • scaffolding strategies that support students’ comprehension and production while ensuring continued language development • an approach to creating cross-linguistic connections through biliteracy instruction • a self-assessment tool for teachers to reflect on their pedagogical growth Also applicable to content and language integrated learning and other forms of content-based language teaching, this comprehensive volume includes graphics to facilitate navigation and provides Resources for Readers and Application Activities at the end of each chapter. The book will be a key resource for preservice and in-service teachers, administrators, and teacher educators. Diane J. Tedick is Professor of Second Language Education at the University of Minnesota. Her research interests include student language development in immersion classrooms, content-based language instruction, and immersion/dual language teacher education and professional development. She provides professional development experiences for immersion and bilingual teachers in the US and internationally. She has co-edited two books on immersion, both published by Multilingual Matters: Pathways to Multilingualism: Evolving Perspectives on Immersion Education (2008) and Immersion Education: Practices, Policies, Possibilities (2011). She has twice received the US Paul Pimsleur Award for Research in Foreign Language Education, in 2013 with co-recipient Laurent Cammarata, and in 2016 with Tara Fortune. Roy Lyster is Professor Emeritus of Second Language Education at McGill University, Montreal. His research examines content-based second-language instruction and the effects of instructional interventions designed to counterbalance form-focused and content-based approaches. He was co-recipient with colleague Leila Ranta of the 1998 Paul Pimsleur Award for Research in Foreign Language Education and was presented with the Robert Roy Award by the Canadian Association of Second Language Teachers in 2017. He is the author of a module called Content-Based Language Teaching published by Routledge in 2018, and two books: Learning and Teaching Languages Through Content published by Benjamins in 2007 and Vers une approche intégrée en immersion published by Les Éditions CEC in 2016. ROUTLEDGE SERIES IN LANGUAGE AND CONTENT INTEGRATED TEACHING & PLURILINGUAL EDUCATION Series Editors: Angel M. Y. Lin and Christiane Dalton-Puffer Scaffolding Language Development in Immersion and Dual Language Classrooms Diane J. Tedick and Roy Lyster For a full list of titles in this series, please visit: www.r outle dge.c om/Ro utled ge-Ser ies-i n-Lan guage -and- Conte nt-In tegra ted-T eachi ng--P luril ingua l-Ed ucati on/bo ok-se ries/ CITPE SCAFFOLDING LANGUAGE DEVELOPMENT IN IMMERSION AND DUAL LANGUAGE CLASSROOMS Diane J. Tedick and Roy Lyster First published 2020 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 52 Vanderbilt Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2020 Diane J. Tedick and Roy Lyster The right of Diane J. Tedick and Roy Lyster to be identified as author of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. The purchase of this copyright material confers the right on the purchasing institution to photocopy pages which bear the photocopy icon and copyright line at the bottom of the page. No other parts of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data Names: Tedick, Diane J., author. | Lyster, Roy, author. Title: Scaffolding language development in immersion and dual language classrooms / Diane J. Tedick and Roy Lyster. Description: New York, NY: Routledge, 2020. | Series: Clil and plurilingual education | Includes bibliographical references and index. Identifiers: LCCN 2019041898 (print) | LCCN 2019041899 (ebook) | ISBN 9781138369986 (hardback) | ISBN 9781138369993 (paperback) | ISBN 9780429428319 (ebook) Subjects: LCSH: Immersion method (Language teaching) | Education, Bilingual. | Language arts–Correlation with content subjects. Classification: LCC P53.44 .T44 2020 (print) | LCC P53.44 (ebook) | DDC 418.0071–dc23 LC record available at https://lccn.loc.gov/2019041898 LC ebook record available at https://lccn.loc.gov/2019041899 ISBN: 978-1-138-36998-6 (hbk) ISBN: 978-1-138-36999-3 (pbk) ISBN: 978-0-429-42831-9 (ebk) Typeset in Bembo by Deanta Global Publishing, Services, Chennai, India To immersion and dual language teachers everywhere.
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