Teacher Development for Content-Based Language Education , livre ebook

383

pages

English

Ebooks

2024

Lire un extrait

Obtenez un accès à la bibliothèque pour le consulter en ligne En savoir plus

Découvre YouScribe et accède à tout notre catalogue !

Je m'inscris

Découvre YouScribe et accède à tout notre catalogue !

Je m'inscris

383

pages

English

Ebooks

2024

Lire un extrait

Obtenez un accès à la bibliothèque pour le consulter en ligne En savoir plus

Publié par

Channel View Publications

Date de parution

10 septembre 2024

Nombre de lectures

EAN13

9781800410602

Langue

English

Poids de l'ouvrage

7 Mo

Provides a much-needed exploration of professional development for teachers working with content and language

This book fills a large gap in our understanding of how to prepare teachers for the challenging but increasingly popular task of integrating content and language instruction. It brings together findings on content-based teacher education from Africa, Asia, Australia, Europe and North America in order to inform researchers and teacher educators and enable them to play a critical role in the continued success of such programs. It offers a solid grounding in theories and applications of content-based approaches with empirical studies investigating teacher identity, materials design, use of cognitive discourse functions and best practices for teacher education. Responding to the growing popularity of content-based programs and the shortage of qualified teachers for these contexts, this book promotes teacher-researcher collaboration and provides support for trainee teachers, in-service teachers and course leaders.

Contributors

Acknowledgements

Do Coyle: Foreword

Susan Ballinger, Diane J. Tedick and Ruth Fielding: Introduction: A Proposal for Change in Content and Language Integrated Teacher Education

Part 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 Language

Chapter 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 Teachers

Chapter 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 Immersion

Chapter 4. Vasiliki Spiliotopoulos: Faculty Engagement and Content-Based Language Education: An Appreciative Inquiry Approach to French Teacher Education in Western Canada

Part 2: Teachers’ Perspectives on Professional Development

Chapter 5. Peichang (Emily) He: The Impact of CLIL Teacher Professional Development on Teacher Change in Asian Contexts: An Awareness-Knowledge-Practice-Research Model

Chapter 6. T.J. Ó Ceallaigh, Muiris Ó Laoire and Máire Uí Chonghaile: Triggering Teacher Identity Reconfiguration in Secondary Immersion

Chapter 7. Susan Ballinger, Austin Learning, Fred Genesee, Caroline Erdos and Andréanne Langevin: Professional Development and Teacher Content-Language Awareness in Canadian French Immersion

Chapter 8. Ruth Fielding and Lesley Harbon: Teacher Perception of the Link Between Professional Learning and Professional Identities and Confidence in Integrating Content and Language

Chapter 9. Nhlanhla Mpofu and Mncedisi C. Maphalala: South African Content Teachers’ Experiences: Integrating English Across the Curriculum as a Continuous Professional Development Practice

Chapter 10. Ulla Fürstenberg, Margit Reitbauer and Petra Kletzenbauer: Creating a Bilingual Space: Translanguaging as a Pedagogical Choice for Tertiary CLIL

Part 3: Teacher-Researcher Collaborations

Chapter 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 Collaboration

Chapter 13. Silvia Rieder-Marschallinger: Creating Content-and-Language-Integrative Materials for the Bilingual History Classroom through Design-Based Research: The Role of Teacher-Researcher Collaboration

Chapter 14. Corinne S. Mathieu: Redesigning Pedagogical Materials for Content and Language Integration: A Materials Perspective for Secondary Dual Language and Immersion Teacher Professional Development

Chapter 15. Limin Yuan and Yuen Yi Lo: Promoting CLIL Teacher Development through a Materials-Driven Model of Teacher-Researcher Collaboration: A Case Study

Index

Voir

Publié par

Channel View Publications

Date de parution

10 septembre 2024

EAN13

9781800410602

Langue

English

Poids de l'ouvrage

7 Mo

Teacher Development for Content-Based Language Education

BILINGUAL EDUCATION & BILINGUALISM Series Editors:Nancy H. HornbergerPennsylvanîa, USA)(Unîversîty o andWayne E. Wright(PurdueUnîversîty, USA) Bîlîngual Educatîon and Bîlîngualîsm îs an înternatîonal, multîdîscîplî-nary serîes publîshîng research on the phîlosophy, polîtîcs, polîcy, provî-sîon and practîce o language plannîng, Indîgenous and mînorîty language educatîon, multîlîngualîsm, multîculturalîsm, bîlîteracy, bîlîngualîsm and bîlîngual educatîon. The serîes aîms to mîrror current debates and dîscus-sîons. New proposals or sîngle-authored, multîple-authored, or edîted books în the serîes are warmly welcomed, în any o the ollowîng catego-rîes or others authors may propose: overvîew or întroductory texts; course readers or general reerence texts; ocus books on partîcular multîlîngual educatîon program types; school-based case studîes; natîonal case studîes; collected cases wîth a clear programmatîc or conceptual theme; and pro-essîonal educatîon manuals. All books în thîs serîes are externally peer-revîewed. Full detaîls o all the books în thîs serîes and o all our other publîcatîons can be ound on http://www.multîlîngual-matters.com, or by wrîtîng to Multîlîngual Matters, St Nîcholas House, 31–34 Hîgh Street, Brîstol, BS1 2AW, UK.

BILINGUAL EDUCATION & BILINGUALISM: 146

Teacher Development for Content-Based Language Education

International Perspectives

Susan Ballinger, Ruth Fielding and Diane J. Tedick

MULTILINGUAL MATTERS Brîstol • Jackson

DOI https://doi.org/10.21832/BALLIN0596 Names: Ballinger, Susan Gail, editor. | Fielding, Ruth, editor. | Tedick, Diane J., editor. Title: Teacher Development for ContentBased Language Education: International Perspectives/Edited by Susan Ballinger, Ruth Fielding and Diane J. Tedick. Description: Bristol, UK; Jackson, TN: Multilingual Matters, 2024. | Series: Bilingual Education & Bilingualism: 146 | Includes bibliographical references and index. | Summary: “This book brings together findings on contentbased teacher education from international contexts to help prepare teachers for this challenging setting. It offers a solid grounding in theories and applications of contentbased approaches, promoting further teacherresearcher collaboration and professional development”—Provided by publisher. Identifiers: LCCN 2024010792 (print) | LCCN 2024010793 (ebook) | ISBN 9781800410589 (paperback) | ISBN 9781800410596 (hardback) | ISBN 9781800410602 (pdf) | ISBN 9781800410619 (epub) Subjects: LCSH: Language arts—Correlation with content subjects. | Teachers—Inservice training. | Teachers—Professional relationships. Classification: LCC P53.293 .T43 2024 (print) | LCC P53.293 (ebook) | DDC 371.9/0430281—dc23/eng/20240507 LC record available at https://lccn.loc.gov/2024010792 LC ebook record available at https://lccn.loc.gov/2024010793

Library of Congress Cataloging in Publication Data A catalog record for this book is available from the Library of Congress.

British Library Cataloguing in Publication Data A catalogue entry for this book is available from the British Library.

ISBN13: 9781800410596 (hbk) ISBN13: 9781800410589 (pbk)

Multilingual Matters UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK. USA: Ingram, Jackson, TN, USA.

Website: https://www.multilingualmatters.com X: Multi_Ling_Mat Facebook: https://www.facebook.com/multilingualmatters Blog: https://www.channelviewpublications.wordpress.com

The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.

Typeset by SAN Publishing Services.

Contributors Acknowledgements

Foreword Do Coyle

Introduction: A Proposal for Change in Content and Language Integrated Teacher Education Susan Ballinger, Diane J. Tedick and Ruth Fielding

Part 1: Practices in ContentBased Teacher Education

BuildingTeachers’KnowledgeofCognitiveDiscourseFunctions to Integrate Content and Language Tom Morton and Ana Llinares

LearningContentandLanguageIntegration:Assessing the Effectiveness of InService Professional Development for Immersion Teachers Diane J. Tedick, Corinne S. Mathieu and Danielle Dupuis

TeacherPreparationfortheIntegrationofLanguageand Literacy in the Disciplines: Challenges and Possibilities for Canadian French Immersion Laurent Cammarata, Sylvie Blain and Martine Cavanagh

FacultyEngagementandContentBasedLanguageEducation: An Appreciative Inquiry Approach to French Teacher Education in Western Canada Vasiliki Spiliotopoulos

Part 2: Teachers’ Perspectives on Professional Development

TheImpactofCLILTeacherProfessionalDevelopment on Teacher Change in Asian Contexts: An AwarenessKnowledgePracticeResearch Model Peichang (Emily) He

vii xv xvii

105

vi Teacher Development for Content-Based Language Education

TriggeringTeacherIdentityReconfigurationin Secondary Immersion T.J. Ó Ceallaigh, Muiris Ó Laoire and Máire Uí Chonghaile

ProfessionalDevelopmentandTeacherContentLanguageAwareness in Canadian French Immersion Susan Ballinger, Austin Learning, Fred Genesee, Caroline Erdos and Andréanne Langevin

TeacherPerceptionoftheLinkBetweenProfessionalLearning and Professional Identities and Confidence in Integrating Content and Language Ruth Fielding and Lesley Harbon

SouthAfricanContentTeachers’Experiences:Integrating English Across the Curriculum as a Continuous Professional Development Practice Nhlanhla Mpofu and Mncedisi C. Maphalala

CreatingBilingualSpace:TranslanguagingasaPedagogical Choice for Tertiary CLIL Ulla Fürstenberg, Margit Reitbauer and Petra Kletzenbauer

Part 3: TeacherResearcher Collaborations 11 Professional CoDevelopment of CLIL Teachers and Teacher Educators in Collaborative Action Research: ThematicPatternBased ‘Concept + Language Mapping’ Angel M. Y. Lin, Peichang (Emily) He, Michael Kai-yip Tsang and Wai Yin Tse

IncreasingtheKnowledgeBaseofTeacherEducatorsthrough TeacherResearcher Collaboration Marianne Turner

CreatingContentandLanguageIntegrativeMaterialsfor the Bilingual History Classroom through DesignBased Research: The Role of TeacherResearcher Collaboration Silvia Rieder-Marschallinger RedesigningPedagogicalMaterialsforContentand Language Integration: A Materials Perspective for Secondary Dual Language and Immersion Teacher Professional Development Corinne S. Mathieu PromotingCLILTeacherDevelopmentthrougha MaterialsDriven Model of TeacherResearcher Collaboration: A Case Study Limin Yuan and Yuen Yi Lo Index

129

150

170

190

214

235

264

283

306

329

349

Contributors

Susan Ballingerîs Assocîate Proessor o Second Language Educatîon and Dîrector o the înterdîscîplînary Language Acquîsîtîon Program at McGîll Unîversîty. She specîalîses în content-based language educatîon, and her research has examîned French îmmersîon teachers’ content-language awareness, peer language use în îmmersîon classrooms, and cross-lînguîstîc pedagogy. She works wîth pre-servîce and în-servîce French îmmersîon teachers and recently led a project to ully update and revîse her depart-ment’s Graduate Certîîcate în French Immersîon Pedagogy. In 2016, she co-edîted the volumePeer Interactîon and Second Language Learnîngwîth Masatoshî Sato, and she has been a co-edîtor or theJournal o Immersîon and Content-Based Language Educatîonsînce 2023.

Sylvie Blainîs Proessor o French Dîdactîcs în the Faculty o Educatîon at the Unîversîté de Moncton. Her research examînes lîteracy development în French mînorîty settîngs în Canada. More specîîcally, her studîes explore the learnîng o readîng, wrîtîng and oral communîcatîon în all subjects and în the context o dîgîtal lîteracy. At the Unîversîté de Mon-tréal, she receîved aJeanne-Grégoîre Prîzespecîal mentîon or her doctoral thesîs on French îmmersîon.

Laurent Cammarataîs Proessor o Educatîon at the Faculté Saînt-Jean, Unîversîty o Alberta. He currently works în the preparatîon and ongoîng proessîonal development o K–12 teachers în French îmmersîon and Fran-cophone mînorîty settîngs. Hîs research examînes teachers’ experîence o împlementîng content-based înstructîon în varîed educatîonal contexts and împlîcatîons or teacher educatîon and proessîonal development. Hîs work has been publîshed în varîous well-respected scîentîîc venues over the years and has receîved many academîc accolades.

Martine Cavanaghîs Proessor o Educatîon at the Faculté Saînt-Jean, Unîversîty o Alberta (Canada). Her research ocuses on the development o lîteracy skîlls în Francophone and French îmmersîon students. Among her contrîbutîons, she has wrîtten our works publîshed by Chenelîère Éducatîon on wrîtîng opînîon texts (2005), îmagînary narratîves (2007), explanatory texts (2010) and realîstîc narratîves (2016), each based on the use o a serîes o specîîc strategîes. She îs also înterested în îssues related

vii

viii Teacher Development for Content-Based Language Education

to the traînîng o teachers întended to work în Francophone schools în a mînorîty language settîng and în French îmmersîon programmes. Do Coyleîs Proessor o Languages Educatîon and Classroom Pedagogy at the Unîversîty o Edînburgh, Scotland. Her research ocuses on bîlîn-gual educatîon and pedagogîes, specîîcally content and language înte-grated learnîng (CLIL). Her semînal Cambrîdge Unîversîty Press (CUP) book tîtledCLIL(Coyle, Hood & Marsh, 2010) led to recent CUP publî-catîons –Beyond CLIL& Meyer, 2021) and (Coyle A Deeper LearnîngCompanîon or CLIL(Coyle, Meyer & Straschen-Dîelmann, 2023). As a ounder member o the Graz Group, she promotes plurîlîteracy teacher educatîon and prîorîtîses how classrooms, pedagogîc shîts, dîscîplînary lîteracîes and shared learnîng spaces împact on equalîty, dîversîty and înclusîon or those who matter most – teachers and learners.Danielle Dupuisîs the Dîrector o Assessment and Accountabîlîty or the Vermont Agency o Educatîon and ormerly served as Dîrector o the Research Methodology Consultîng Center and Aîlîate Faculty în Quan-tîtatîve Methods în Educatîon at the Unîversîty o Mînnesota. Her research ocuses on the applîcatîon o measurement models to observatîonal assessment and on the use o value-added growth models to evaluate teachers. She îs the lead or co-author on over 30 peer revîewed publîca-tîons, încludîng artîcles în theEducatîonal PsychologyJournal o , the Journal o Experîmental Psychology,Educatîonal and Psychologîcal Measurement, theResearch on Educatîonal EectîvenessJournal o , and Educatîonal Research and Evaluatîon. Caroline Erdosîs Proessîonal Coordînator o Speech–Language Pathol-ogy (S–LP) and consultant at Sîr Wîlrîd Laurîer School Board, a dual language K–12 settîng în Canada, where she supports school teams în the classroom and provîdes proessîonal development (PD). In addîtîon, she îs the S–LP advîsor or Speech–Language and Audîology Canada. Prîor to thîs, she coordînated a dîerentîatîon and înclusîon înîtîatîve or 10 dual-language school boards în Quebec, Canada, where she supported resource teachers. She has over 20 years’ experîence as a paedîatrîc S–LP în a ter-tîary care centre. In 2017 she receîved theGermaîne Huotaward or out-standîng proessîonal contrîbutîon to the îeld o S–LP. She has lectured at several Canadîan unîversîtîes, has provîded PD to teachers across North Amerîca and has wrîtten and collaborated on several publîcatîons.

Ruth Fieldingîs Assocîate Proessor o Languages and TESOL educatîon at Monash Unîversîty. Her research explores multîlîngual îdentîtîes, teach-îng în bîlîngual contexts and the întersectîon o multîlîngual theorîes wîth înterculturalîty. In 2015 she authored the book:Multîlîngualîsm în the Australîan Suburbs: A Framework or Explorîng Bîlîngual Identîty. More recently her work has looked at the întersectîon o multîlîngualîsm, îdentîtyandînterculturalîtyandsheedîtedabookonthîstopîcîn2022:

Contributors ix

Multîlîngualîsm, Identîty and Interculturalîty în Educatîon. Her PhD research receîved the prestîgîousMîchael Clyne awardor research în the îeld o bîlîngualîsm în 2010. Ulla Fürstenbergîs Senîor Lecturer în the Department o Englîsh Studîes at the Unîversîty o Graz, Austrîa, where she teaches Englîsh language and Eng-lîsh Language Teachîng methodology classes. Her research înterests înclude (teacher) language awareness and the întegratîon o content and language în hîgher educatîon. She has taught numerous proessîonal development courses on teachîng în Englîsh or lecturers at dîerent unîversîtîes. Her cur-rent research project învestîgates the emergîng teacher language awareness o Austrîan student teachers and novîce teachers o Englîsh. She îs co-edîtor (wîth Jennîer Schumm Fauster) o the resource bookEnglîsh Language Teachîng în Austrîa: From Theory to the Classroom and Beyond(2022). Fred GeneseeProessor Emerîtus în the Psychology Department at îs McGîll Unîversîty, Montreal. He has conducted extensîve research on alternatîve orms o bîlîngual/îmmersîon educatîon or language-mînorîty and language-majorîty students; the academîc development o at-rîsk studentsînbîlîngualprogrammes;andlanguageacquîsîtîonîntypîcally-developîng and at-rîsk pre-school bîlîngual chîldren and înternatîonally-adopted chîldren. He îs the recîpîent o theCanadîan Psychology Assocîatîon Gold Medal Award,Paul Pîmsler Award or Research în For-eîgn Language Educatîon,Canadîan Psychologîcal Assocîatîon Award or Dîstînguîshed Contrîbutîons to Communîty or Publîc Servîce,Calîornîa Assocîatîon or Bîlîngual Educatîon Award or Promotîng Bîlîngualîsmand theLe Prîx Adrîen-Pînard. Lesley Harbonîs Proessor o Internatîonal Studîes and Educatîon at the Unîversîty o Technology Sydney, Australîa. Her early research examîned global student mobîlîty, partîcularly ocusîng on outbound pre-servîce language teacher development as a result o partîcîpatîng în short term study abroad outbound teachîng programmes to Southeast Asîa. She has co-edîted two books (wîth Robyn Moloney):Language Teachers’ Narra-tîves o Practîce(2013) andLanguage Teachers’ Storîes rom theîr Proes-sîonal Knowledge LandscapesHer most recent research (wîth (2017). Ruth Fîeldîng) încludes studîes o Australîan bîlîngual (content and lan-guage întegrated learnîng – CLIL) educatîon across a 12-year perîod.

Peichang (Emily) Heîs a post-doc ellow and part-tîme lecturer at the Fac-ulty o Educatîon, The Unîversîty o Hong Kong. She has been a lecturer and a teacher educator în Teachîng Englîsh as a Foreîgn Language (TEFL) and content and language întegrated learnîng (CLIL) educatîon and has publîshed research artîcles în academîc journals and gîven conerence presentatîons în areas încludîng teacher proessîonal development în school-unîversîty collaboratîon, bîlîngual educatîon, TEFL and dîerentî-ated înstructîon.

x Teacher Development for Content-Based Language Education

Petra Kletzenbauer completed her master’s degree în Englîsh Studîes at the Unîversîty o Graz, majorîng în Englîsh as a Foreîgn Language. To gaîn înternatîonal experîence, she was an exchange student at the Unîver-sîty o Sorbonne în Parîs studyîng Englîsh lîterature as well as Amerîcan culture and art. In 2012 she became a ull member o the aculty o Com-puter Scîence at the FH JOANNEUM, where she teaches Englîsh or Spe-cîîc Academîc Purposes and conducts research în the îeld o teachîng methodology, especîally content and language întegrated learnîng (CLIL) and personalîsed (language) learnîng. Her research înterests have taken her to varîous conerences and workshops throughout Europe and overseas.

Andréanne Langevinîs a French îmmersîon teacher în Montréal, Quebec and a doctoral student în Educatîonal Studîes and Language Acquîsîtîon at McGîll Unîversîty. Her research examînes language polîcîes and theîr înluence on second-language learnîng în schools. She ocuses her work on Quebec parents’ agency and representatîon în second-language educatîon programmes.

Austin Learningîs a Second Language Educatîon practîtîoner based în the Greater Toronto Area în Ontarîo, Canada. Hîs research ocuses especîally on French as a Second Language (FSL) teacher educatîon, partîcularly în the French îmmersîon context. As a Socîal Scîence and Humanîtîes Research Councîl scholarshîp recîpîent, he has învestîgated the language needs o French îmmersîon teachers în the Canadîan context to help înorm uture teacher educatîon and proessîonal development înîtîatîves. As an FSL educator, he provîdes proessîonal development and helps desîgn and execute research-înormed currîcula.

Angel M. Y. Linîs Proessor and Tîer 1 Canada Research Chaîr în Plurî-lîngual and Intercultural Educatîon at Sîmon Fraser Unîversîty, Canada. Currently she îs also Chaîr Proessor în the Englîsh Language Educatîon Department, Educatîon Unîversîty o Hong Kong. Dr Lîn has been at the oreront o Englîsh language educatîon and crîtîcal lîteracîes sînce the late 1990s when she started workîng on classroom research projects în schools în Hong Kong. She has publîshed wîdely on second language edu-catîon, dîscourse analysîs, translanguagîng, trans-semîotîsîng, content and language întegrated learnîng (CLIL), and crîtîcal medîa lîteracîes.

Ana Llinares îs Proessor în the Englîsh Department at the Unîversîdad Autónoma de Madrîd (UAM), Spaîn. She teaches second language acquî-sîtîon and content and language întegrated learnîng (CLIL), both at undergraduate and postgraduate levels. She coordînates the UAM-CLIL research group (http://www.uam-clîl.org) and has publîshed wîdely on CLIL at prîmary and secondary school levels, maînly applyîng systemîc unctîonal lînguîstîc models. She currently serves as co-edîtor o theJour-nal o Immersîon and Content-Based Language Educatîon.

Voir