Información General

• Autores: Susan Ballinger (coord.), Ruth Fielding (coord.), Diane J. Tedick (coord.)
• Editores: Multilingual Matters
• Año de publicación: 2024
• Colecciones: Bilingual education & bilingualism, 146
• País: Estados Unidos
• Idioma: inglés
• ISBN: 978-1-80041-060-2, 978-1-80041-058-9, 978-1-80041-059-6
• Texto completo no disponible (Saber más ...)

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Introduction. A Proposal for Change in Content and Language Integrated Teacher Education

    Susan Ballinger, Diane J. Tedick, Ruth Fielding

    págs. 1-18

    

  • Part 1: Practices in Content-Based Teacher Education

    • Building Teachers’ Knowledge of Cognitive Discourse Functions to Integrate Content and Language

      Tom Morton, Ana Llinares

      págs. 19-41

      

    • Learning Content and Language Integration: Assessing the Effectiveness of In-Service Professional Development for Immersion Teachers

      Diane J. Tedick, Corinne S. Mathieu, Danielle Dupuis

      págs. 42-63

      

    • Teacher Preparation for the Integration of Language and Literacy in the Disciplines: Challenges and Possibilities for Canadian French Immersion

      Laurent Cammarata, Sylvie Blain, Martine Cavanagh

      págs. 64-82

      

    • Faculty Engagement and Content-Based Language Education: An Appreciative Inquiry Approach to French Teacher Education in Western Canada

      Vasiliki Spiliotopoulos

      págs. 83-102

      

  • Part 2: Teachers’ Perspectives on Professional Development

    • The Impact of CLIL Teacher Professional Development on Teacher Change in Asian Contexts: An Awareness-Knowledge-Practice-Research Model

      Peichang Emily He

      págs. 103-128

      

    • Triggering Teacher Identity Reconfiguration in Secondary Immersion

      T.J. Ó Ceallaigh, Muiris Ó Laoire, Máire Uí Chonghaile

      págs. 129-149

      

    • Professional Development and Teacher Content- Language Awareness in Canadian French Immersion

      Susan Ballinger, Austin Learning, Fred Genesee, Caroline Erdos, Andréanne Langevin

      págs. 150-169

      

    • Teacher Perception of the Link Between Professional Learning and Professional Identities and Confidence in Integrating Content and Language

      Ruth Fielding, Lesley Harbon

      págs. 170-189

      

    • South African Content Teachers’ Experiences: Integrating English Across the Curriculum as a Continuous Professional Development Practice

      Nhlanhla Mpofu, Mncedisi C. Maphalala

      págs. 190-213

      

    • Creating Bilingual Space: Translanguaging as a Pedagogical Choice for Tertiary CLIL

      Ulla Fürstenberg, Margit Reitbauer, Petra Kletzenbauer

      págs. 214-232

      

  • Part 3: Teacher-Researcher Collaborations

    • Professional Co-Development of CLIL Teachers and Teacher Educators in Collaborative Action Research: Thematic-Pattern-Based ‘Concept + Language Mapping’

      Angel M. Y. Lin, Peichang Emily He, Michael Kai-yip Tsang, Wai Yin Tse

      págs. 233-263

      

    • Increasing the Knowledge Base of Teacher Educators through Teacher-Researcher Collaboration

      Marianne Turner

      págs. 264-282

      

    • Creating Content-and-Language-Integrative Materials for the Bilingual History Classroom through Design-Based Research: The Role of Teacher-Researcher Collaboration

      Silvia Rieder-Marschallinge

      págs. 283-305

      

    • Redesigning Pedagogical Materials for Content and Language Integration: A Materials Perspective for Secondary Dual Language and Immersion Teacher Professional Development

      Corinne S. Mathieu

      págs. 306-328

      

    • Promoting CLIL Teacher Development through a Materials-Driven Model of Teacher-Researcher Collaboration: A Case Study

      Limin Yuan, Yuen Yi Lo

      págs. 329-348