Canadian Bilingual Program Teachers' Understanding of Immersion Pedagogy: A Nexus Analysis of an Early Years Classroom

Autor/in	Dressler, Roswita
Titel	Canadian Bilingual Program Teachers' Understanding of Immersion Pedagogy: A Nexus Analysis of an Early Years Classroom
Quelle	In: Canadian Modern Language Review, 74 (2018) 1, S.176-195 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Bilingual Education Programs; Foreign Countries; Second Language Learning; Language Minorities; French; Teaching Methods; German; Language of Instruction; FLES; Observation; Interviews; Course Content; Instructional Innovation; Communities of Practice; Teacher Attitudes; Recall (Psychology); Sociocultural Patterns; Early Childhood Education; Canada + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Sprachminderheit; Französisch; Teaching method; Lehrmethode; Unterrichtsmethode; Deutscher; Teaching language; Unterrichtssprache; Beobachtung; Interviewing; Interviewtechnik; Kursprogramm; Educational Innovation; Bildungsinnovation; Community; Lehrerverhalten; Abberufung; Soziokulturelle Theorie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kanada
Abstract	Bilingual language education in Canada comprises Bilingual Programs in minority languages and programs in official languages (e.g., French immersion). However, pedagogy in Bilingual Programs has not been studied to the same depth as it has been in French Immersion, so little is known about the teaching practices within them. Immersion pedagogy, the integration of content and language education, fosters teaching practices that encourage language development but sometimes also monolingual instructional practices that discourage the use of flexible bilingualism strategies. This research in an early years German Bilingual Program classroom examines what teachers understand as "immersion pedagogy." This nexus analysis draws on data from curriculum documents, classroom observation, interviews, and stimulated recall sessions. The rationale for this study is to address the lack of studies examining teaching practices within Bilingual Programs as a unique form of bilingual education. The findings reveal teachers' understanding of immersion pedagogy as content- and language-integrated instruction with strong discourses in place that include the separation of languages. The conclusions shed light on the need for teachers to further explore their understanding of immersion pedagogy and identify potential strategies and innovations to explore in-school professional learning communities (e.g., flexible bilingual strategies). [An 8-page appendix follows this article.] (As Provided).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01