In:Teacher Development for Immersion and Content-Based Instruction
Edited by Laurent Cammarata and T.J. Ó Ceallaigh
[Benjamins Current Topics 110] 2020
► pp. v–vi
Get fulltext
This article is available free of charge.
Published online: 17 September 2020
https://doi.org/10.1075/bct.110.toc
https://doi.org/10.1075/bct.110.toc
Table of contents
Introduction
Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators1
Laurent Cammarata
T. J. Ó Ceallaigh
Chapters
Becoming a “language-aware” content teacher: Content and language integrated learning (CLIL) teacher professional
development as a collaborative, dynamic, and dialogic process11
Peichang He
Angel M. Y. Lin
In search of immersion teacher educators’ knowledge base: Exploring their readiness to foster an integrated approach to teaching39
Laurent Cammarata
Martine Cavanagh
Unpacking dimensions of immersion teacher educator identity67
Aisling Leavy
Mairéad Hourigan
T. J. Ó Ceallaigh
Teacher adaptations to support students with special education needs in French immersion: An observational study93
Callie Mady
Teacher perceptions of immersion professional development experiences emphasizing language-focused content
instruction119
Diane J. Tedick
Caleb Zilmer
“It was two hours […] the same old thing and nothing came of it”: Continuing professional development among teachers in Gaeltacht post-primary schools145
Laoise Ní Thuairisg
The Common European Framework of Reference (CEFR) in French immersion teacher education: A focus on the language portfolio171
Stephanie Arnott
Marie-Josée Vignola
Contributors196
Index199
