Full Description
This 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. Using counterbalanced instruction as the volume's pedagogical framework, the authors map out the specific pedagogical skill set and knowledge base that teachers in immersion and dual language classrooms need so their students can engage with content taught through an additional language while continuing to improve their proficiency in that language. To illustrate key concepts and effective practices, the authors draw on classroom-based research and include teacher-created examples of classroom application. The following topics are covered in detail:
defining characteristics of immersion and dual language programs and features of well-implemented programs
strategies to promote language and content integration in curricular planning as well as classroom instruction and performance assessment
an instructional model to counterbalance form-focused and content-based instruction
scaffolding strategies that support students' comprehension and production while ensuring continued language development
an approach to creating cross-linguistic connections through biliteracy instruction
a self-assessment tool for teachers to reflect on their pedagogical growth
Also applicable to content and language integrated learning and other forms of content-based language teaching, this comprehensive volume includes graphics to facilitate navigation and provides Resources for Readers and Application Activities at the end of each chapter.
The book will be a key resource for preservice and in-service teachers, administrators, and teacher educators.
Contents
INTRODUCTION
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
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- 和雑誌
- オートバイ （２０２４年６月号）
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- 電子書籍
- ぴんとこな（６） フラワーコミックス
