Integrating Language and Content: Immersion Teachers’ Practices, Perspectives, and Beliefs

• In Event: Roundtable Session 39
  In Roundtable Session: Second Language Teaching and Learning

Abstract

This qualitative case study explores effective practices for integrating language and content in immersion teaching by tapping teachers’ perspectives and beliefs. Six Spanish immersion teachers identified specific language integration issues and offered reflections and perspectives by observing videotapes of their teaching and participating in a focus group discussion. In-depth, cross-case analysis led researchers to identify six themes. For each of the themes, underlying beliefs that appeared to be driving teachers’ practices and perspectives were also identified. Findings support earlier work on content and language integration and further our understanding of the challenges immersion teachers experience with this integration. Implications for future research and professional development for both immersion teachers and other teachers who integrate language and content will be highlighted.

Authors

• Diane J. Tedick, University of Minnesota

• Tara Williams Fortune, University of Minnesota