Journal of immersion and content-based language education

• 

  Año 2018, Vol. 6, Número 2

  • Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators

    Laurent Cammarata, T.J. Ó Ceallaigh

    págs. 153-161

    

  • Becoming a “language-aware” content teacher: Content and language integrated learning (CLIL) teacher professional development as a collaborative, dynamic, and dialogic process

    Peichang He, Angel M. Y. Lin

    • Resumen

    págs. 162-188

    

  • In search of immersion teacher educators’ knowledge base: Exploring their readiness to foster an integrated approach to teaching

    Laurent Cammarata, Martine Cavanagh

    • Resumen

    págs. 189-217

    

  • Unpacking dimensions of immersion teacher educator identity

    Aisling Leavy, Mairead Hourigan, T.J. Ó Ceallaigh

    • Resumen

    págs. 218-243

    

  • Teacher adaptations to support students with special education needs in French immersion: An observational study

    Callie Mady

    • Resumen

    págs. 244-268

    

  • Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction

    Diane J. Tedick, Caleb Zilmer

    • Resumen

    págs. 269-294

    

  • “It was two hours […] the same old thing and nothing came of it”: Continuing professional development among teachers in Gaeltacht post-primary schools

    Laoise Ní Thuairisg

    • Resumen

    págs. 295-320

    

  • The Common European Framework of Reference (CEFR) in French immersion teacher education: A focus on the language portfolio

    Stephanie Arnott, Marie-Josée Vignola

    • Resumen

    págs. 321-345