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Routledge Series in Language and Content Integrated Teaching and Plurilingual Education Ser.: Scaffolding Language Development in Immersion and Dual Language Classrooms by Diane J. Tedick and Roy Lyster (2019, Trade Paperback)

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About this product

Product Identifiers

PublisherTaylor & Francis Group

ISBN-101138369993

ISBN-139781138369993

eBay Product ID (ePID)23038811137

Product Key Features

Number of Pages382 Pages

Publication NameScaffolding Language Development in Immersion and Dual Language Classrooms

LanguageEnglish

SubjectBilingual Education, Study & Teaching, Teaching Methods & Materials / Language Arts

Publication Year2019

TypeTextbook

AuthorDiane J. Tedick, Roy Lyster

Subject AreaLanguage Arts & Disciplines, Education

SeriesRoutledge Series in Language and Content Integrated Teaching and Plurilingual Education Ser.

FormatTrade Paperback

Dimensions

Item Height0.9 in

Item Weight22.7 Oz

Item Length9.2 in

Item Width6.4 in

Additional Product Features

Intended AudienceCollege Audience

LCCN2019-041898

Reviews'I would highly recommend this book to preservice and in-service K-12 teachers, other educators, and researchers interested in second language education. Tedick and Lyster provide a much-needed research-based presentation of pedagogical practices to enhance language development in dual language and immersion classrooms. Their clear definitions, specific strategies and instructional models, and self-assessment tools add a significant layer of depth to our understanding of how to teach two languages in dual language and immersion classrooms. This book provides important implications for program design, curriculum, and instructional practices in dual language and immersion programs to significantly improve language learning and teaching. Buy it today and use it tomorrow!' - Kathryn Lindholm-Leary, Professor Emerita, Child and Adolescent Development, San Jose State University, USA 'Tedick and Lyster have drawn on decades of research and experience to produce this remarkable book. The authors' deep knowledge of classroom practices and their respect for teachers' creativity and hard work are reflected on every page. From reviewing research findings to providing guidance for lesson planning and pedagogy, the book is comprehensive, original, and practical. It will become a foundational text for teacher education and professional development in immersion and dual language education.' - Patsy Lightbown, Distinguished Professor Emerita, Education, Concordia University, USA, 'I would highly recommend this book to preservice and in-service K-12 teachers, other educators, and researchers interested in second language education. Tedick and Lyster provide a much-needed research-based presentation of pedagogical practices to enhance language development in dual language and immersion classrooms. Their clear definitions, specific strategies and instructional models, and self-assessment tools add a significant layer of depth to our understanding of how to teach two languages in dual language and immersion classrooms. This book provides important implications for program design, curriculum, and instructional practices in dual language and immersion programs to significantly improve language learning and teaching. Buy it today and use it tomorrow!' - Kathryn Lindholm-Leary, Professor Emerita, Child and Adolescent Development, San Jose State University, USA 'Tedick and Lyster have drawn on decades of research and experience to produce this remarkable book. The authors' deep knowledge of classroom practices and their respect for teachers' creativity and hard work are reflected on every page. From reviewing research findings to providing guidance for lesson planning and pedagogy, the book is comprehensive, original, and practical. It will become a foundational text for teacher education and professional development in immersion and dual language education.' - Patsy Lightbown, Distinguished Professor Emerita, Education, Concordia University, Canada

IllustratedYes

Table Of ContentINTRODUCTION 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

SynopsisThis 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., 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.

LC Classification NumberP53.44.T44 2020