Publisher Description

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

Table of Contents

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

Review

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. * David Marsh, Marsh Education Design, Finland *
This book successfully bundles the collective efforts of researchers and teacher educators from across the globe towards shaping teacher preparation and development for language-content-integrated education. Many powerful examples of professional learning and research will inspire readers from diverse multilingual contexts. Congratulations to the editors! * Christiane Dalton-Puffer, University of Vienna, Austria *
This comprehensive volume admirably brings together a range of international research exploring the development needs of teachers in the ever-increasing number of instructional settings that involve content and language integration. The powerful examples of professional learning and research in these contexts provide a rich and timely contribution to the teacher education community and an indispensable resource for moving forward. * Roy Lyster, McGill University, Canada *

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

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