Description
Book SynopsisThis book introduces research-based pedagogical practices for supporting and enhancing language development and use in school-based immersion and dual language programs in which a second, foreign, heritage, or indigenous language is used as the medium of subject-matter instruction.
Trade Review‘I would highly recommend this book to preservice and in-service K-12 teachers, other educators, and researchers interested in second language education. Tedick and Lyster provide a much-needed research-based presentation of pedagogical practices to enhance language development in dual language and immersion classrooms. Their clear definitions, specific strategies and instructional models, and self-assessment tools add a significant layer of depth to our understanding of how to teach two languages in dual language and immersion classrooms. This book provides important implications for program design, curriculum, and instructional practices in dual language and immersion programs to significantly improve language learning and teaching. Buy it today and use it tomorrow!’ - Kathryn Lindholm-Leary, Professor Emerita, Child and Adolescent Development, San Jose State University, USA
‘Tedick and Lyster have drawn on decades of research and experience to produce this remarkable book. The authors’ deep knowledge of classroom practices and their respect for teachers’ creativity and hard work are reflected on every page. From reviewing research findings to providing guidance for lesson planning and pedagogy, the book is comprehensive, original, and practical. It will become a foundational text for teacher education and professional development in immersion and dual language education.’ - Patsy Lightbown, Distinguished Professor Emerita, Education, Concordia University, Canada
‘I would highly recommend this book to preservice and in-service K-12 teachers, other educators, and researchers interested in second language education. Tedick and Lyster provide a much-needed research-based presentation of pedagogical practices to enhance language development in dual language and immersion classrooms. Their clear definitions, specific strategies and instructional models, and self-assessment tools add a significant layer of depth to our understanding of how to teach two languages in dual language and immersion classrooms. This book provides important implications for program design, curriculum, and instructional practices in dual language and immersion programs to significantly improve language learning and teaching. Buy it today and use it tomorrow!’ – Kathryn Lindholm-Leary, Professor Emerita, Child and Adolescent Development, San Jose State University, USA
‘Tedick and Lyster have drawn on decades of research and experience to produce this remarkable book. The authors’ deep knowledge of classroom practices and their respect for teachers’ creativity and hard work are reflected on every page. From reviewing research findings to providing guidance for lesson planning and pedagogy, the book is comprehensive, original, and practical. It will become a foundational text for teacher education and professional development in immersion and dual language education.’ – Patsy Lightbown, Distinguished Professor Emerita, Education, Concordia University, Canada
Table of ContentsINTRODUCTION
PART I: WHAT IS IMMERSION AND DUAL LANGUAGE EDUCATION?
Chapter 1: From Goals and Outcomes to Program Models and Characteristics
Chapter 2: Characteristics of Well-Implemented Immersion and Dual Language Programs
PART II: WHAT IS COUNTERBALANCED INSTRUCTION?
Chapter 3: Counterbalanced Instruction: Its Rationale and Key Characteristics
Chapter 4: Contextualization, Awareness, Practice, and Autonomy: The CAPA Model
PART III: WHAT IS SCAFFOLDING?
Chapter 5: Effective Scaffolding and Questioning Techniques
Chapter 6: Corrective Feedback
PART IV: CURRICULUM PLANNING AND ASSESSMENT
Chapter 7: Unit-Level Instructional Design
Chapter 8: Module and Lesson Design
Chapter 9: Scaffolding Biliteracy Development
Chapter 10: Performance Assessment
CONCLUSION
REFERENCES
Appendix A: ImDL Unit Design Example
Appendix B: ImDL Module and Lesson Design Example
Appendix C: ImDL IPA Example
Appendix D: Self-Assessment Rubric for ImDL Teachers
Appendix E: Answer Keys
Index
