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In:Teacher Development for Immersion and Content-Based Instruction
Edited by Laurent Cammarata and T.J. Ó Ceallaigh
[Benjamins Current Topics 110] 2020
► pp. 199–201

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Index

Published online: 17 September 2020
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https://doi.org/10.1075/bct.110.index

A

  • academic achievement 1, 73, 95
  • adaptations 26, 97–98, 101–102, 105–108, 111
  • analytical tool 44–46, 48, 52–53, 55, 61
  • analytic framework40see also framework
  • awareness 15, 30, 45, 48, 57, 60, 66, 132–133

B

  • becoming immersion-responsive83
  • bilingualism 72, 148

C

  • Collaborative, Dynamic, and Dialogic Process (CDDP) 33, 35
  • Common European Framework of Reference (CEFR) 172–173, 183, 187
  • community 71, 123–124, 129, 138, 146, 164 ; see also professional learning communities
  • community of practice (CoP) 14, 34, 67, 122, 123, 124
  • content knowledge 21, 23, 43–44, 46–49, 66, 73 ; see also content mastery; disciplinary knowledge
  • content and Language Integrated Learning (CLIL) 1,-2, 11, 13–14, 26, 30–32, 34 see also integrated approach; content-based instruction (CBI); content and language integrated curriculum and instruction; well-integrated approach
    • engaged practice 13, 32, 34
  • content and language integrated curriculum and instruction121see also content and Language Integrated Learning (CLIL); integrated approach; content-based instruction (CBI); well-integrated approach
  • continuing Professional Development 145–146, 149, 153 ; see also professional development (PD)
  • content mastery2see also content knowledge; disciplinary knowledge
  • content-based instruction (CBI) 1–3, 44, 119–120, 140 ; see also content and language integrated curriculum and instruction; content and Language Integrated Learning (CLIL); integrated approach; well-integrated approach
  • co-reflection 20, 29, 32, 35 ; see also reflection
  • critical incident(s) 71, 77, 86

D

  • defending content as priority 77, 81
  • deficit model95
  • differentiated instruction 99–100, 110, 112
  • disciplinary knowledge87see also content knowledge; content mastery

E

  • empowerment 127, 135
  • enactment 129, 130–131, 135, 138–139
  • exclusion86

F

  • feedback 30, 78, 110, 130–131, 133
  • first language development 1, 95
  • framework 12–13, 31–32, 44, 46, 51, 86, 98–99, 122–123, 150 ; see also analytic framework
  • French as a second language (FSL) 93–94, 96–100, 112, 172, 176, 191
  • French immersion (FI) 93, 171, 176–177
  • French proficiency 174, 177, 187

G

  • Gaeltacht 74, 146, 148, 150, 152, 159–160
    • education 74, 146, 148, 158

H

  • high expectations 135, 137

I

  • identity 14, 21, 29, 68–69, 77, 85–86, 122, 124, 135, 139 see also professional identity; teacher identity
    • transformation 14, 30, 31, 34, 121
  • immersion 1, 3, 39–41, 46–47, 68, 72, 83, 93, 98, 120, 147, 171
    • education 67, 74, 93, 139, 145, 147
    • models of147
    • -specific87
    • teacher development121
    • teacher education 40, 41, 68, 72, 171
    • teacher educators 39, 40, 44, 58, 67
    • teacher knowledge base39
  • impact 122, 126, 128–129, 155, 157
  • inclusion 96, 98, 112–113
  • initial teacher education (ITE) 51, 56, 74, 149, 172–173, 190 ; see also teacher education; teacher development; teacher learning; teacher preparation
  • intentionality 135, 139
  • Interconnected Knowledge for Integration (IKI) 48, 51–52, 65
    • model 52, 53, 54
  • integrated approach 40, 43, 45, 51, 58, 61 see also content and language integrated curriculum and instruction; content and Language Integrated Learning (CLIL); content-based instruction (CBI); well-integrated approach
    • practice 40, 41

J

  • journey 29, 77, 85, 149, 154

K

  • knowledge base 4, 12, 40–41, 43–44, 46, 58, 87 ; see also teacher knowledge, teacher development, teacher learning

L

  • language and content integration 3–5, 68, 119 ; see also content and language integrated curriculum and instruction; content and Language Integrated Learning (CLIL); content-based instruction (CBI); integrated approach
  • language development 1–2, 39, 120, 175
  • language-focused content instruction 125–126, 135
  • language portfolio 172, 174, 177–178, 181–182, 187–189
  • language proficiency 12–13, 31, 152, 172–173, 175 ; see also proficiency development; target language proficiency
  • language shift147
  • learning difficulties 94–98, 106, 111–112

M

  • mathematics teacher educator (MTE) 74–75, 77 ; see also teacher educators (TE)
  • meaning (learning as experience)123

N

  • negotiating an integrated space 77, 81, 83

O

  • online learning125

P

  • pedagogical content knowledge123
  • professional development (PD) 3, 34–35, 40, 44–45, 60, 68, 87, 99, 111, 125, 139–140, 149–150, 165 see also continuing professional development; teacher professional development
    • for immersion teachers 120, 122
    • program 39, 61, 121, 135
  • professional learning communities 71, 160, 164 ; see also community of practice (CoP)
  • professional identities 68, 70 ; see also identity; teacher identity
  • proficiency development 173–176, 191 ; see also language proficiency; target language proficiency

R

  • reflection 16, 85, 87, 134–135, 138–139, 178 ; see also co-reflection

S

  • self-awareness 135, 139
  • student outcomes 1, 121

T

  • target language proficiency 172, 174 ; see also language proficiency; proficiency development
  • teaching adaptations in the language classroom observation scheme (TALC) 101–103, 110–111
  • teacher education 3, 12, 18–19, 21–22, 26, 40–41, 49, 68–69, 72, 97, 113, 172, 176 ; see also initial teacher education (ITE); teacher development; teacher learning; teacher preparation
  • teacher development 34, 121, 151 ; see also teacher education; teacher learning; teacher preparation
  • teacher identity 14, 29, 72, 135 ; see also identity; professional identities
  • teacher knowledge 5, 13, 32–33, 42–43, 46, 48, 73 ; see also knowledge base, teacher development, teacher learning
  • teacher language awareness (TLA) 12–14, 21, 30–33
  • teacher learning 122–124, 130, 139, 149 ; see also knowledge base; teacher education; teacher development; teacher knowledge; teacher learning; teacher preparation
  • teacher educators (TE) 3, 34–35, 40–41, 58, 61, 68, 70–72, 135, 186 ; see also mathematics teacher educator (MTE)
  • teacher preparation 3–4, 39, 41, 67, 73 ; see also teacher education; teacher development; teacher learning
  • teacher professional development 139–140, 150–151 ; see also professional development (PD)

U

  • universal design for learning (UDL) 99–112

W

  • well-integrated approach 5, 39, 41, 43–44, 46 ; see also content and language integrated curriculum and instruction; content and Language Integrated Learning (CLIL); integrated approach; content and language integrated curriculum and instruction; content-based instruction (CBI)
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