Balancing Content and Language in Instruction: The Experience of Immersion Teachers

By Laurent Cammarata, D. J. Tedick. 2012

268 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/75cd6ea08ea3accab6815d98476826ba518967f2

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Citations in the corpus

The use of the L1 in CLIL classes: The teachers’ perspective (2013, background): “While there is some research regarding L1 use in foreign language contexts (Storch & Aldosari, 2010), studies are scant in immersion (Cammarata & Tedick, 2012) and almost non-existent in CLIL (Content and Language Integrated Learning) programs (on differences between immersion and CLIL, see…”
Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion education (2017, background): “…levels of French proficiency, teachers need to plan systematic integration of language and content, rather than focusing only on content and relying on the expectation that students will simply “pick up” the language along the way (Cammarata & Tedick, 2012; Lightbown, 2014; Lyster, 2007, 2016).”
Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice. (2016, background): “…of contexts, such as foreign or world language education (Magnan, Murphy, & Sahakyan, 2014; Tin, 2014; Zhu Hua & Li Wei, 2014), immersion education (Cammarata & Tedick, 2012; Swain, 2000), CLIL (Dafouz & Hibler, 2013), multilingual environments of mainstream schooling (Creese, 2005; Varghese,…”
Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level (2018, background): “This approach will hopefully lead content teachers to reshape their teaching identity as both content and language teachers (Cammarata & Tedick 2012; Nikula et al. 2016), while improving the learning process in EMI programmes.”
Integration in CLIL: a proposal to inform research and successful pedagogy (2015, background): “One example of these is one-way (second/foreign language) immersion programmes in Canada, designed for English-speaking majority language students (Cammarata & Tedick, 2012).”
The Routledge handbook of English language teaching (2018, background): “SCT, therefore, views research and practice as interdependent, paying special attention to actual classroom activity and its impact on learning and development (Lantolf, 2011).”