Emerging Issues in Content-Based Minority Language Immersion Education Contexts
Special issue of the Journal of Immersion and Content-Based Language Education 13:1 (2025)
Editors
[Journal of Immersion and Content-Based Language Education, 13:1] 2025. vi, 192 pp.
Publishing status: Available
Published online on 17 April 2025
Published online on 17 April 2025
© John Benjamins Publishing Company
Table of Contents
- Emerging issues in content-based minority language immersion education contextsLaurent Cammarata & Pádraig Ó Duibhir | pp. 1–9
- Equality of access to minority language assessments and interventions in immersion education: A case study of Irish-medium educationSinéad Nic Aindriú | pp. 10–30
- Majority and minority language elementary school children with and without reading difficulties in a regular foreign language and an immersion program: An exploratory studyAnja Steinlen & Thorsten Piske | pp. 31–54
- Basque-French “Grand Oral” assessment in Basque immersion education: Analysis of high school students’ bilingual strategiesIbon Manterola & Amaia Rodriguez-Aguirre | pp. 55–75
- Student retention in minority immersion education: What can we learn from parental decisions?Laurent Cammarata, Pádraig Ó Duibhir & Kristan Marchak | pp. 76–98
- Revising expectations: The effect of different levels of CLIL exposure on young learners’ oral performanceRaúl Azpilicueta-Martínez | pp. 99–122
- The readability of books for immersion schools: Understanding the role of text complexity, context and literary aspectsRoswita Dressler, Bernd Nuss & Katherine Mueller | pp. 123–137
- Exploring immersion competencies in secondary education: Transformative professional development for pedagogical integration in Home EconomicsSarah Ní Dhuinnín, TJ Ó Ceallaigh & Sylvaine Ní Aogáin | pp. 138–163
- Immersion teachers’ perspective on grammar instruction in language immersion in FinlandEeva-Liisa Nyqvist, Anne-Maj Åberg & Siv Björklund | pp. 164–192
Introduction
Articles