Table Of Content“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.
