Teacher Development for Content-Based Language Education

This book brings together findings on content-based teacher education from international contexts to help prepare teachers for this challenging setting. It offers a solid grounding in theories and applications of content-based approaches, promoting further teacher-researcher collaboration and professional development.

Altering perspectives on how we effectively learn languages in these fast-changing times is driving innovation on how we prepare educators with the knowledge, skills, and confidence to teach using integrative practices. Drawing on an expanding evidence base of effective practice, this book provides us with insights on how to build meaningful changes into the professional development of teachers through innovative forms of teacher education.

This book successfully bundles the collective efforts of researchers and teacher educators from across the globe towards shaping teacher preparation and development for language-content-integrated education. Many powerful examples of professional learning and research will inspire readers from diverse multilingual contexts. Congratulations to the editors!

This comprehensive volume admirably brings together a range of international research exploring the development needs of teachers in the ever-increasing number of instructional settings that involve content and language integration. The powerful examples of professional learning and research in these contexts provide a rich and timely contribution to the teacher education community and an indispensable resource for moving forward.

Susan Ballinger is Associate Professor in the Department of Integrated Studies in Education at McGill University, Canada. Her research interests include language awareness, peer interaction and cross-linguistic pedagogy and she is General Editor of the Journal of Immersion and Content-Based Language Education .

Ruth Fielding is Associate Professor in Languages and TESOL Teacher Education at Monash University, Australia. Her research examines multilingual identity, language teacher identity, bilingual education in Australia and intercultural approaches to language education.

Diane J. Tedick is Professor Emeritus of Second Language Education at the University of Minnesota, USA. Her research interests include student language development in immersion education and immersion/dual language teacher education and professional development.