Teacher Development for Content-Based Language Education

Susan Ballinger is Associate Professor in the Department of Integrated Studies in Education at McGill University, Canada. Her research interests include language awareness, peer interaction and cross-linguistic pedagogy and she is General Editor of the Journal of Immersion and Content-Based Language Education.Ruth Fielding is Associate Professor in Languages and TESOL Teacher Education at Monash University, Australia. Her research examines multilingual identity, language teacher identity, bilingual education in Australia and intercultural approaches to language education.Diane J. Tedick is Professor Emeritus of Second Language Education at the University of Minnesota, USA. Her research interests include student language development in immersion education and immersion/dual language teacher education and professional development.

• ContributorsAcknowledgementsDo Coyle: ForewordSusan Ballinger, Diane J. Tedick and Ruth Fielding: Introduction: A Proposal for Change in Content and Language Integrated Teacher EducationPart 1: Practices in Content-Based Teacher Education   Chapter 1. Tom Morton and Ana Llinares: Building Teachers’ Knowledge of Cognitive Discourse Functions to Integrate Content and LanguageChapter 2. Diane J. Tedick, Corinne S. Mathieu and Danielle Dupuis: Learning Content and Language Integration: Assessing the Effectiveness of In-Service Professional Development for Immersion TeachersChapter 3. Laurent Cammarata, Sylvie Blain and Martine Cavanagh: Teaching Preparation for the Integration of Language and Literacy in the Disciplines: Challenges and Possibilities for Canadian French ImmersionChapter 4. Vasiliki Spiliotopoulos: Faculty Engagement and Content-Based Language Education: An Appreciative Inquiry Approach to French Teacher Education in Western CanadaPart 2: Teachers’ Perspectives on Professional DevelopmentChapter 5. Peichang (Emily) He: The Impact of CLIL Teacher Professional Development on Teacher Change in Asian Contexts: An Awareness-Knowledge-Practice-Research ModelChapter 6. T.J. Ó Ceallaigh, Muiris Ó Laoire and Máire Uí Chonghaile: Triggering Teacher Identity Reconfiguration in Secondary ImmersionChapter 7. Susan Ballinger, Austin Learning, Fred Genesee, Caroline Erdos and Andréanne Langevin: Professional Development and Teacher Content-Language Awareness in Canadian French ImmersionChapter 8. Ruth Fielding and Lesley Harbon: Teacher Perception of the Link Between Professional Learning and Professional Identities and Confidence in Integrating Content and LanguageChapter 9. Nhlanhla Mpofu and Mncedisi C. Maphalala: South African Content Teachers’ Experiences: Integrating English Across the Curriculum as a Continuous Professional Development PracticeChapter 10. Ulla Fürstenberg, Margit Reitbauer and Petra Kletzenbauer: Creating a Bilingual Space: Translanguaging as a Pedagogical Choice for Tertiary CLILPart 3: Teacher-Researcher CollaborationsChapter 11. Angel M. Y. Lin, Peichang (Emily) He, Michael Kai-yip Tsang and Wai Yin Tse: Professional Co-Development of CLIL Teachers and Teacher Educators in Collaborative Action Research: Thematic-Pattern-Based 'Concept + Language Mapping'Chapter 12. Marianne Turner: Increasing the Knowledge Base of Teacher Educators through Teacher-Researcher CollaborationChapter 13. Silvia Rieder-Marschallinger: Creating Content-and-Language-Integrative Materials for the Bilingual History Classroom through Design-Based Research: The Role of Teacher-Researcher CollaborationChapter 14. Corinne S. Mathieu: Redesigning Pedagogical Materials for Content and Language Integration: A Materials Perspective for Secondary Dual Language and Immersion Teacher Professional DevelopmentChapter 15. Limin Yuan and Yuen Yi Lo: Promoting CLIL Teacher Development through a Materials-Driven Model of Teacher-Researcher Collaboration: A Case StudyIndex

Altering perspectives on how we effectively learn languages in these fast-changing times is driving innovation on how we prepare educators with the knowledge, skills, and confidence to teach using integrative practices. Drawing on an expanding evidence base of effective practice, this book provides us with insights on how to build meaningful changes into the professional development of teachers through innovative forms of teacher education.