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Article published In: Journal of Immersion and Content-Based Language Education
Vol. 10:1 (2022) ► pp.62–89

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Partner language development in TWI

Teachers’ beliefs and practices

ORCiD logo with link | University of Illinois at Urbana-Champaign
Published online: 25 May 2021
DOI logo with link
https://doi.org/10.1075/jicb.19013.nav
Abstract
Prior research has sought to describe how teachers view and approach attention to partner language (PL) development in Spanish immersion settings (Cammarata, L., & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal, 96(2), 251–269. Google Scholar logo with link to Google Scholar; Fortune, T. W., Tedick, D. J., & Walker, C. L. (2008). Integrated language and content teaching: Insights from the language immersion classroom: Evolving perspectives on immersion education. In T. W. Fortune & D. J. Tedick. (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 71–96). Multilingual Matters. Google Scholar logo with link to Google Scholar; Lindholm-Leary, K. J. (2001). Dual language education. Multilingual Matters. Google Scholar logo with link to Google Scholar; Walker, C. L., & Tedick, D. J. (2000). The complexity of immersion education: Teachers address the issues. The Modern Language Journal, 84(1), 5–27. Google Scholar logo with link to Google Scholar). However, it has not focused specifically on the particularities of two-way immersion (TWI), which is unique for its inclusion of both heritage speakers and second language learners. The current project adds to existing knowledge by using teacher interviews and a survey to report a qualitative case study of three TWI teachers’ beliefs and practices. Data is triangulated through PL student testing and analysis of classroom observations. Results confirm many of the findings of prior research, especially regarding teachers’ perceived need for increased guidance and resources. They also provide insight into how TWI teachers view PL development in the two groups of learners. Implications for teacher training and future research are discussed.
Resumen
Investigaciones anteriores han intentado describir cómo los maestros ven y tratan la atención al desarrollo del idioma compañero (IC) en los entornos de inmersión en español (Cammarata, L., & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal, 96(2), 251–269. Google Scholar logo with link to Google Scholar; Fortune, T. W., Tedick, D. J., & Walker, C. L. (2008). Integrated language and content teaching: Insights from the language immersion classroom: Evolving perspectives on immersion education. In T. W. Fortune & D. J. Tedick. (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 71–96). Multilingual Matters. Google Scholar logo with link to Google Scholar; Lindholm-Leary, K. J. (2001). Dual language education. Multilingual Matters. Google Scholar logo with link to Google Scholar; Walker, C. L., & Tedick, D. J. (2000). The complexity of immersion education: Teachers address the issues. The Modern Language Journal, 84(1), 5–27. Google Scholar logo with link to Google Scholar). No obstante, no se ha enfocado específicamente en las particularidades de la inmersión a doble vía (IDV), la cual es un programa singular debido a la inclusión tanto de hablantes de herencia como de aprendices de segunda lengua. Este proyecto contribuye al conocimiento existente mediante el uso de entrevistas con docentes y una encuesta para realizar un estudio cualitativo de caso sobre las creencias y prácticas de tres docentes en un programa de IDV. Los datos son triangulados a través de exámenes estudiantiles del IC y el análisis de observaciones en el salón de clases. Los resultados confirman muchos de los hallazgos de investigaciones anteriores, especialmente en cuanto a la necesidad percibida de los docentes de contar con mayores dirección y recursos. También permiten comprender cómo los maestros de IDV ven el desarrollo del IC en los dos grupos de aprendices. Se discuten implicaciones para la formación de docentes y la investigación futura.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Fostering PL development for L2 learners and HSs in TWI
    • 2.2Teachers’ beliefs and practices
  • 3.Current study
    • 3.1Study design
    • 3.2Participants and setting
    • 3.3Data collection
    • 3.4Data analysis
    • 3.5Qualitative results
      • 3.5.1Resourcefulness and personal judgment in teaching language
      • 3.5.2Feelings of being unguided
      • 3.5.3Need for additional collaboration and resources
      • 3.5.4Different perspectives on HSs and L2 learners
      • 3.5.5Writing-focused language instruction
    • 3.6Results of supporting data on teachers’ beliefs and practices
    • 3.7Discussion and implications
    • 3.8Limitations
  • 4.Conclusion
  • References
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