Teacher education and professional development for immersion and content-based instruction
Research on programs, practices, and teacher educators
Special issue of Journal of Immersion and Content-Based Language Education 6:2 (2018)
Editors
[Journal of Immersion and Content-Based Language Education, 6:2] 2018. v, 193 pp.
Publishing status: Available
Published online on 2 November 2018
Published online on 2 November 2018
© John Benjamins Publishing Company
Table of Contents
- Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educatorsLaurent Cammarata & T. J. Ó Ceallaigh | pp. 153–161
- Becoming a “language-aware” content teacher: Content and language integrated learning (CLIL) teacher professional development as a collaborative, dynamic, and dialogic processPeichang He & Angel M. Y. Lin | pp. 162–188
- In search of immersion teacher educators’ knowledge base: Exploring their readiness to foster an integrated approach to teachingLaurent Cammarata & Martine Cavanagh | pp. 189–217
- Unpacking dimensions of immersion teacher educator identityAisling Leavy, Mairéad Hourigan & T. J. Ó Ceallaigh | pp. 218–243
- Teacher adaptations to support students with special education needs in French immersion: An observational studyCallie Mady | pp. 244–268
- Teacher perceptions of immersion professional development experiences emphasizing language-focused content instructionDiane J. Tedick & Caleb Zilmer | pp. 269–294
- “It was two hours […] the same old thing and nothing came of it”: Continuing professional development among teachers in Gaeltacht post-primary schoolsLaoise Ní Thuairisg | pp. 295–320
- The Common European Framework of Reference (CEFR) in French immersion teacher education: A focus on the language portfolioStephanie Arnott & Marie-Josée Vignola | pp. 321–345
Introduction
Articles