Cover not available

Article published In: Journal of Immersion and Content-Based Language Education
Vol. 13:2 (2025) ► pp.271–294

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB

Using a rubric as a mediational tool to assess pre-service immersion teacher development

A case study

ORCiD logo with link | University of Minnesota
ORCiD logo with link | Western Washington University
Open Access logo
Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Open Access publication of this article was funded through a Transformative Agreement with University of Minnesota.

Published online: 6 September 2024
DOI logo with link
https://doi.org/10.1075/jicb.24015.ted
Abstract
Dual language and immersion (DLI) teaching requires knowledge and pedagogical skills focused on language and content integration (e.g., 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; Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. John Benjamins. Google Scholar logo with link to Google Scholar; Tedick, D. J., & Cammarata, L. (2023). Bilingual and immersion teacher education. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1–7). John Wiley & Sons. Google Scholar logo with link to Google Scholar). Recent scholarship has begun to articulate how best to prepare DLI teachers with such knowledge and skills (e.g., Cammarata, L., & Haley, C. (2017). Integrated content, language, and literacy instruction in a Canadian French immersion context: A professional development journey. International Journal of Bilingual Education and Bilingualism, 21(3), 332–348. Google Scholar logo with link to Google Scholar; Tedick, D. J., Mathieu, C. S., & Dupuis, D. (2024). Learning content and language integration: Assessing the effectiveness of in-service professional development for immersion teachers. In S. Ballinger, R. Fielding, & D. J. Tedick, (Eds.), Teacher development for content-based language education: International perspectives (pp. 42–63). Multilingual Matters.Google Scholar logo with link to Google Scholar; Tedick, D. J., & Zilmer, C. (2018). Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction. Journal of Immersion and Content-Based Language Education, 6(2), 269–294. Google Scholar logo with link to Google Scholar). This study adds to this work by exploring how a DLI-specific teacher assessment rubric mediates the learning process. Researchers created a DLI-specific rubric to aid pre-service teacher candidates (TCs) in developing skills related to content and language integration. The case study explores one TC and one supervisor’s experiences with the rubric. Data sources include audio “diaries” and video-recordings of post-observation conferences between the two participants. Qualitative inductive analysis led to sociocultural concepts (Vygotsky, L. (1978). Mind and society. Harvard University Press.Google Scholar logo with link to Google Scholar) as explanatory tools for understanding the role of the rubric in the TC’s learning and supervisor’s mentoring.
Resumen
La enseñanza de lenguaje dual e inmersión (DLI) requiere conocimientos y habilidades pedagógicas centradas en la integración del lenguaje y el contenido (p. ej., 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; Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. John Benjamins. Google Scholar logo with link to Google Scholar; Tedick, D. J., & Cammarata, L. (2023). Bilingual and immersion teacher education. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1–7). John Wiley & Sons. Google Scholar logo with link to Google Scholar). Investigaciones recientes han comenzado a articular la mejor manera de preparar a los docentes DLI con tales conocimientos y habilidades (por ejemplo, Cammarata, L., & Haley, C. (2017). Integrated content, language, and literacy instruction in a Canadian French immersion context: A professional development journey. International Journal of Bilingual Education and Bilingualism, 21(3), 332–348. Google Scholar logo with link to Google Scholar; Tedick, D. J., Mathieu, C. S., & Dupuis, D. (2024). Learning content and language integration: Assessing the effectiveness of in-service professional development for immersion teachers. In S. Ballinger, R. Fielding, & D. J. Tedick, (Eds.), Teacher development for content-based language education: International perspectives (pp. 42–63). Multilingual Matters.Google Scholar logo with link to Google Scholar; Tedick, D. J., & Zilmer, C. (2018). Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction. Journal of Immersion and Content-Based Language Education, 6(2), 269–294. Google Scholar logo with link to Google Scholar). Esta investigación contribuye a este trabajo al explorar cómo una rúbrica de evaluación docente específica de DLI media en el proceso de aprendizaje. Los investigadores crearon una rúbrica específica de DLI para ayudar a los docentes en formación a desarrollar habilidades relacionadas con la integración del lenguaje y el contenido. Este estudio de caso explora las experiencias de una docente y su supervisor con la rúbrica. Los datos incluyen “diarios” de audio y grabaciones de video de conferencias entre los dos participantes. El análisis inductivo cualitativo condujo a conceptos socioculturales (Vygotsky, L. (1978). Mind and society. Harvard University Press.Google Scholar logo with link to Google Scholar) como herramientas explicativas para comprender el papel de la rúbrica en el aprendizaje de la docente y la tutoría del supervisor.
Article outline
  • 1.Introduction
    • 1.1Dual language and immersion education
    • 1.2Literature review
  • 2.Background to the study
    • 2.1Rubric design
    • 2.2Rubric development
  • 3.The study
    • 3.1Study context
    • 3.2Theoretical framework and research questions
    • 3.3Study participants
    • 3.4Data collection and analysis
  • 4.Results
    • 4.1The language of the rubric as a symbolic artifact
    • 4.2The rubric as a mediational tool
      • 4.2.1Affordances
      • 4.2.2Constraints
    • 4.3Collaborative dialogue mediates teacher candidate learning
  • 5.Discussion, implications, and conclusion
    • 5.1Discussion
    • 5.2Implications
    • 5.3Conclusion
  • Notes
  • References
References (28)
References
Adams, P. E., & Krockover, G. H. (1999). Stimulating constructivist teaching styles through use of an observation rubric. Journal of Research in Science Teaching, 36(8), 955–971. Google Scholar logo with link to Google Scholar
Bodzin, A., & Beerer, K. (2003). Promoting inquiry-based science instruction: The validation of the science teacher inquiry rubric (STIR). Journal of Elementary Science Education, 15(2), 39–49. Google Scholar logo with link to Google Scholar
Boyle, A., August, D., Tabaku, L., Cole, S., & Simpson-Baird, A. (2015). Dual language education programs: Current state policies and practices. U.S. Department of Education Office of English Language Acquisition. American Institutes for Research.Google Scholar logo with link to Google Scholar
Cammarata, L., & Haley, C. (2017). Integrated content, language, and literacy instruction in a Canadian French immersion context: A professional development journey. International Journal of Bilingual Education and Bilingualism, 21(3), 332–348. Google Scholar logo with link to Google Scholar
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
Caughlan, S., & Jiang, H. (2014). Observation and teacher quality: Critical analysis of observational instruments in preservice teacher performance assessment. Journal of Teacher Education, 65(5), 375–388. Google Scholar logo with link to Google Scholar
Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). ASCD.Google Scholar logo with link to Google Scholar
Echevarría, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP® model (3rd ed.) Pearson Education.Google Scholar logo with link to Google Scholar
Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruiz-Figueroa, O., & Escamilla, M. (2014). Biliteracy from the start: Literacy Squared in action. Caslon Publishing.Google Scholar logo with link to Google Scholar
Fortune, T. W. (2014). Immersion teaching strategies observation checklist. Retrieved from [URL]
Gibbons, P. (2015). Scaffolding language scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann.Google Scholar logo with link to Google Scholar
Guerrero, M. D., & Lachance, J. R. (2018). The National Dual Language Education Teacher Preparation Standards. Dual Language Education of New Mexico.Google Scholar logo with link to Google Scholar
Hamayan, E., Genesee, F., & Cloud, N. (2013). Dual language instruction from A to Z: Practical guidance for teachers and administrators. Heinemann.Google Scholar logo with link to Google Scholar
Howard, E. R., Lindholm-Leary, K. J., Rogers, D., Olague, N., Medina, J., Kennedy, B., Sugarman, J., & Christian, D. (2018). Guiding principles for dual language education (3rd ed.). Center for Applied Linguistics.Google Scholar logo with link to Google Scholar
Kennedy, M. M. (2010). Approaches to annual performance assessment. In M. M. Kennedy (Ed.), Teacher assessment and the quest for teacher quality: A handbook (pp. 225–250). Jossey-Bass.Google Scholar logo with link to Google Scholar
Koh, J. H. L. (2013). A rubric for assessing teachers’ lesson activities with respect to TPACK for meaningful learning with ICT. Australasian Journal of Educational Technology, 29(6), 887–900. Google Scholar logo with link to Google Scholar
Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge University Press.Google Scholar logo with link to Google Scholar
Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.Google Scholar logo with link to Google Scholar
Swain, M. (1988). Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal, 61, 68–83. Google Scholar logo with link to Google Scholar
Swain, M., Kinnear, P., & Steinman, L. (2015). Sociocultural theory in second language education: An introduction through narratives (2nd ed.). Multilingual Matters. Google Scholar logo with link to Google Scholar
Tedick, D. J., & Cammarata, L. (2023). Bilingual and immersion teacher education. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1–7). John Wiley & Sons. Google Scholar logo with link to Google Scholar
Tedick, D. J., & Lyster, R. (2020). Scaffolding language development in immersion and dual language classrooms. Routledge.Google Scholar logo with link to Google Scholar
Tedick, D. J., Mathieu, C. S., & Dupuis, D. (2024). Learning content and language integration: Assessing the effectiveness of in-service professional development for immersion teachers. In S. Ballinger, R. Fielding, & D. J. Tedick, (Eds.), Teacher development for content-based language education: International perspectives (pp. 42–63). Multilingual Matters.Google Scholar logo with link to Google Scholar
Tedick, D. J., & Zilmer, C. (2018). Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction. Journal of Immersion and Content-Based Language Education, 6(2), 269–294. Google Scholar logo with link to Google Scholar
Vygotsky, L. (1978). Mind and society. Harvard University Press.Google Scholar logo with link to Google Scholar
Youngs, P., Pogodzinski, B., & Low, M. (2010). The role of formative assessments in new teacher induction. In M. M. Kennedy (Ed.), Teacher assessment and the quest for teacher quality: A handbook (pp. 165–200). Jossey-Bass.Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue