Teacher Development for Immersion and Content-Based Instruction

ORCID logoLaurent Cammarata | University of Alberta
T.J. Ó Ceallaigh | University of Limerick
ISBN 9789027207487 | EUR 85.00 | USD 128.00
ISBN 9789027260802 | EUR 85.00 | USD 128.00
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Teacher preparation and professional development endeavors are key drivers of successful immersion/bilingual (I/B) and content-based language education (CBLE) programs across a variety of models. However, research in this critical area is scant and has not to date received the academic attention it deserves. Aimed at a broad audience, this timely volume is essential reading for anyone interested in knowing what research has to say about teacher development in the I/B and CBLE field. Its primary aim is to inform teacher education practice and stimulate additional research in the field by showcasing ground-breaking research on teacher preparation and professional development programs from around the globe as well as teacher educators’ experience in these varied educational contexts. The contributions illustrate several points of access into classroom research and pedagogy and add insight into the complexity of teacher preparation and professional development in this dynamic and constantly evolving sector. The depth of scholarship and breadth of experience represented by the contributors promises a productive and rewarding read. Originally published as special issue of Journal of Immersion and Content-Based Language Education 6:2 (2018).
[Benjamins Current Topics, 110] 2020.  vi, 201 pp.
Publishing status: Available
Table of Contents
“This edited volume makes a timely contribution to the literature on immersion and CLIL education by exploring the role that teacher preparation programs and teacher educators play in meeting the challenge of integrating language and content instruction across the curriculum. The collection of empirical studies herein showcases much needed research on immersion and CLIL teacher preparation and professional development programs in a range of instructional contexts from various perspectives, including teacher educators’ knowledge base and identities. This is indispensable reading for all those interested in maximizing the potential of content-based language education to promote the interrelated development of students’ content knowledge, language proficiency, and literacy skills.”
“Blind spot no more. While growing numbers of educational contexts world-wide see learners learning and teachers teaching curricular content through a second language, and research and development efforts have produced many valuable suggestions for dealing with classroom realities, teacher preparation almost everywhere continues in a vision of monolingual and discipline-specific classrooms. This volume finally shines a light on this really central issue, showcasing how teachers and teacher educators in Ireland, Canada, the U.S.A. and Hong Kong are rising to the challenge of rethinking curricula, pedagogical models, practices and eventually their own identities. Must-read for everyone interested in immersion, CBI, CLIL, EMI and the like.”
Cited by

Cited by 7 other publications

Díaz-Martín, Cristina
2023. Professional Development of Pre-Service Language Teachers in Content and Language Integrated Learning: A Training Programme Integrating Video Technology. Languages 8:4  pp. 232 ff. DOI logo
Kim, Haemin & Keith M. Graham
2022. Teachers’ Needs and Professional Development: A Systematic Review. Latin American Journal of Content & Language Integrated Learning 15:1  pp. 1 ff. DOI logo
Nguyen, Hoa Thi Mai, Hang Thi Thu Nguyen, Xuesong Gao, Trang Hong Hoang & Sue Starfield
2024. Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses. Language and Education 38:1  pp. 118 ff. DOI logo
Ní Chathasaigh, Christine & T.J. Ó Ceallaigh
2021. Feasacht teanga an mhúinteora ábhair iarbhunscoile sa tumoideachas: dearcthaí, eispéiris agus tuairimí múinteoirí ábhair i nGaelcholáistí. COMHARTaighde :7 DOI logo
Ní Chlochasaigh, Karen, Gerry Shiel & Pádraig Ó Duibhir
2021. Immersion in a minority language. Journal of Immersion and Content-Based Language Education 9:2  pp. 279 ff. DOI logo
Tedick, Diane J. & Laurent Cammarata
2023. Bilingual and Immersion Teacher Education. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo
[no author supplied]
2023. EMI book alerts. Journal of English-Medium Instruction 2:1  pp. 101 ff. DOI logo

This list is based on CrossRef data as of 21 january 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.


Main BIC Subject

CJA: Language teaching theory & methods

Main BISAC Subject

ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2020022167 | Marc record