Scaffolding Language Development in Immersion and Dual Language Classrooms 1st Edition by Diane J Tedick, Roy Lyster ISBN 0429766629 9780429766626

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ISBN 10: 0429766629 
ISBN 13: 9780429766626
Author: Diane J Tedick, Roy Lyster

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.

Scaffolding Language Development in Immersion and Dual Language Classrooms 1st Table of contents:

Who is this book for?
How did we get here?
Why the focus on minority-language development?
What’s next?
What special features does the book offer?
Online resources for readers
Part I What is immersion and dual language education?
Chapter 1 From goals and outcomes to program models and characteristics
Prelude: The importance of learning other languages and the complexity of what to call them
Goals and outcomes of ImDL education
Defining characteristics of ImDL programs
ImDL program model variations
Summary
Application activity 1
Application activity 2
Online resources for readers
Chapter 2 Characteristics of well-implemented immersion and dual language programs
Introduction
Program leadership and design
Teachers
Families and community
Curriculum and instruction
Assessment and accountability
Summary
Application activity 1
Application activity 2
Online resources for readers
Part II What is counterbalanced instruction?
Chapter 3 Counterbalanced instruction: Its rationale and key characteristics
Why are there shortcomings in minority-language development?
Making ImDL classrooms language rich and discourse rich
What is counterbalanced instruction?
Theoretical underpinnings of counterbalanced instruction
The importance of meaningful practice in skill acquisition
What language features require counterbalanced instruction?
Summary
Application activity 1
Application activity 2
Chapter 4 Contextualization, awareness, practice, and autonomy: The CAPA model
The CAPA model and its four phases
Applying the CAPA model
But does it work?
Summary
Application activity
Online resources for readers
Part III What is scaffolding?
Chapter 5 Effective scaffolding and questioning techniques
Scaffolding
Teacher questions
Summary
Application activity
Online resources for readers
Chapter 6 Corrective feedback
Overview of corrective feedback (CF) and its purpose
Types of CF
Frequency of CF and distribution of different types of CF
Types of learner repair
Recasts
Prompts
Using both recasts and prompts as scaffolding
Written corrective feedback
Summary
Application activity 1: Oral feedback coding exercise
Application activity 2: What’s wrong with this prompt?
Part IV Curriculum planning and assessment
Chapter 7 Unit-level instructional design
Introduction
Backward design
Units, modules, and lessons
Setting the stage for instructional design
Unit-level instructional design
Summary
Application activity: Using the template to design instruction
Online resources for readers
Chapter 8 Module and lesson instructional design
Introduction
ImDL module/lesson instructional design
Desired results
Desired results—primary learning objectives
Desired results—secondary learning objectives
Learning experiences/instruction
Evidence: Lesson-level formative assessment procedures
Summary
Application activity 1: What’s wrong with this objective?
Application activity 2: Writing language objectives
Application activity 3: Using the template to design instruction
Online resources for readers
Chapter 9 Scaffolding biliteracy development
What is biliteracy?
Teaching for transfer
Bilingual read-aloud projects
Summary
Application activity: Developing a bilingual read-aloud project
Online resources for readers
Chapter 10 Performance assessment
Student performance assessment
What is the Integrated Performance Assessment?
Modifying the IPA for ImDL classrooms
Designing the IPA for ImDL classrooms
Teacher performance assessment
Summary
Application activity 1: Designing an IPA
Application activity 2: Engaging in self-assessment
Online resources for readers
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

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