Article published In: 10th Anniversary Celebration
Edited by Pádraig Ó Duibhir and Laurent Cammarata
[Journal of Immersion and Content-Based Language Education 10:2] 2022
► pp. 400–415
Looking back and looking forward
An afterword
Published online: 15 September 2022
https://doi.org/10.1075/jicb.22011.ted
https://doi.org/10.1075/jicb.22011.ted
Abstract
This afterword to the 10th anniversary special issue of the Journal of Immersion and Content-Based Language Education provides a retrospective account of the origins of the journal and the research published in it over the past decade. It also considers future directions in the field in light of the articles showcased in the special issue. The paper begins with a summary of past articles according to program type represented, topic areas, geographic contexts represented, and type of article (i.e., qualitative, quantitative, mixed methods study, or literature review/theoretical discussion). It provides a similar inventory of the special issue articles. The remainder of the afterword discusses four prominent themes that are reflected in the special issue papers. They address the need for (1) continued focus on content and language integration; (2) teacher education and professional development; (3) equity, access, inclusion, and differentiation; and (4) student language use beyond the classroom and school.
Article outline
- 1.Looking back
- 2.Looking forward
- 2.1Brief inventory of the special issue articles
- 2.2Special issue themes and recommendations for moving forward
- 2.2.1Content and language integration
- 2.2.2Teacher education and professional development
- 2.2.3Equity, access, inclusion, and differentiation
- 2.2.4Student language use beyond the classroom and school
- 3.Conclusion
References
References (28)
Björklund, S. (2017). Farewell from Siv Björklund, founding co-editor. Journal of Immersion and Content-Based Language Education, 5(2), 151–156.
Björklund, S., & Tedick, D. J. (2013). Editorial. Journal of Immersion and Content-Based Language Education, 1(1), 1–2.
Cammarata, L., & Ó Ceallaigh, T. J. (2018). Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators [Special issue]. Journal of Immersion and Content-Based Language Education, 6(2), 153–161.
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.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge University Press.
Dafouz, E., Hüttner, J., & Smit, U. (2016). University teachers’ beliefs of language and content integration in English-medium education in multilingual university settings. In T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 123–143). Multilingual Matters.
Dalton-Puffer, C. (2013). A construct of Cognitive Discourse Functions for conceptualising content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 216–253.
Grin, F. (2003). Language policy evaluation and the European Charter for Regional or Minority Languages. Palgrave Macmillan.
Hickey, T. (2001). Mixing beginners and native speakers in minority language immersion: Who is immersing whom? The Canadian Modern Language Review, 57(3), 443–474.
Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge University Press.
Lo Bianco, J. (2008). Organizing for multilingualism: Ecological and sociological perspectives. In Keeping language diversity alive: A TESOL symposium (pp. 1–18). Teachers of English to Speakers of Other Languages.
Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. John Benjamins Publishing.
Lyster, R., & Ballinger, S. (2011). Content-based language teaching: Convergent concerns across divergent contexts [Special issue]. Language Teaching Research, 151, 279–288.
Lyster, R., Quiroga, J., & Ballinger, S. (2013). The effects of biliteracy instruction on morphological awareness. Journal of Immersion and Content-Based Language Education, 1(2), 169–197.
Morton, T. (2016). Conceptualizing and investigating teachers’ knowledge for integrating content and language in content-based instruction. Journal of Immersion and Content-Based Language Education, 4(2), 14–167.
(2018). Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism, 21(3), 275–286.
Ó Duibhir, P. (2018). Immersion education: Lessons from a minority language context. Multilingual Matters.
Porras, D. A., Ee, J., & Gándara, P. C. (2014). Employer preferences: Do bilingual applicants and employees experience an advantage? In R. M. Callahan & P. C. Gándara (Eds.), The bilingual advantage: Language, literacy and the US labor market (234–257). Multilingual Matters.
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458.
Rowan, B., Correnti, R., & Miller, R. J. (2002). What large-scale, survey research tells us about teacher effects on student achievement: Insights from the Prospects Study of Elementary Schools. Teachers College Record, 104(8), 1525–1567.
Salomone, A. (1992). Immersion teachers’ pedagogical beliefs and practices: Results of a descriptive analysis. In E. Bernhardt (Ed.), Life in language immersion classrooms (pp. 9–44). Multilingual Matters.
Santibañez, L., & Zárate, M. E. (2014). Bilinguals in the US and college enrollment. In R. M. Callahan & P. C. Gándara (Eds.), The bilingual advantage: Language, literacy and the US labor market (211–233). Multilingual Matters.
Skinnari, K., & Bovellan, E. (2016). CLIL teachers’ beliefs about integration and about their professional roles: Perspectives from a European context. In T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 145–167). Multilingual Matters.
Tedick, D. J., & Fortune, T. W. (2013). Bilingual/immersion teacher education. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 438–443). Wiley-Blackwell.
Cited by (1)
Cited by one other publication
This list is based on CrossRef data as of 13 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.