Review of Teacher development for immersion and content-based instruction; Editors: Laurent Cammarata, T.J. Ó Ceallaigh; Publisher: John Benjamins Publishing Company, 2018; ISBN: 97890272074877; Pages: 201

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2021-06-01 DOI:10.14746/ssllt.2021.11.2.8

K. Papaja

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引用次数: 0

Abstract

Searching for ways to expand the spectrum of methods of teaching and learning foreign languages triggers valuable initiatives and offers support for both students and teachers. Programs such as French immersion in Canada, content-based instruction (CBI), and content and language integrated learning (CLIL) have become popular across the world (Harrop, 2012), which is rapidly becoming a global village where the role of languages is crucial. In an integrated world, teaching content through language is viewed as a modern form of educational delivery; therefore, as the editors emphasize “teacher preparation and professional development endeavors are key drivers of successful I/B and CBI programs across a variety of models” (p. 3). Teacher Development for Immersion and Content-Based Instruction is a key contribution to the field, which offers valuable insights into the complexity of teacher preparation as well as further professional development in the case of immersion/bilingual contexts.

查看原文本刊更多论文

浸入式教学与内容教学教师发展述评编辑:Laurent Cammarata, T.J. Ó Ceallaigh;出版社:约翰·本杰明出版公司，2018;ISBN: 97890272074877;页:201

寻找方法来扩大教学和学习外语的方法范围，可以激发有价值的主动性，并为学生和教师提供支持。加拿大的法语浸入式教学、基于内容的教学(CBI)以及内容和语言综合学习(CLIL)等课程在世界各地都很流行(Harrop, 2012)，这正迅速成为一个地球村，语言的作用至关重要。在一个一体化的世界里，通过语言教学内容被视为一种现代的教育传递形式;因此，正如编者所强调的，“教师准备和专业发展努力是各种模式下I/B和CBI项目成功的关键驱动力”(第3页)。浸入式和基于内容教学的教师发展是对该领域的重要贡献，它为浸入式/双语环境下教师准备的复杂性以及进一步的专业发展提供了有价值的见解。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.