Pathways To Multilingualism: Evolving Perspectives On Immersi

Description:
Immersion education serves as a highly successful pathway to multilingualism. This volume focuses on the evolution of perspectives and practices within language immersion education and showcases an international roster of scholars who offer theoretical perspectives, research reviews and empirical studies on teaching, learning and language development in immersion programs.This collection of studies and discussions represents three branches of immersion education, foreign language ('one-way'), bilingual ('two-way') and indigenous immersion programs. Each branch has its unique situational dynamics to address, and such dynamics must be carefully considered particularly in the interpretation of research findings. Nevertheless, the volume's co-editors argue that much can be learned from research and practices carried out in closely related immersion settings that experience similar challenges related to the delicate balance between language and content. This volume presents an opportunity for thoughtful cross-context dialogue and knowledge exchange.

Review:
Through its dynamic composition and well-chosen thematic aspects the volume brilliantly points out the necessity for constant reflection about immersion education in a complex world of the future.Siv Bjorklund, professor, Centre for Immersion and Multilingualism, University of Vaasa.This volume is a very welcome addition to the literature on immersion and dual language education. It has not always been possible to access original, recent, work on immersion, indigenous and dual language programs in the one volume, and this book provides just that. The book has also been extremely well edited, and forms a coherent, cross referenced whole, rather than a series of unlinked chapters.Michele de Courcy, University of Melbourne, Australia

Table of Contents:
Foreword - Donna ChristianIntroduction to the Volume - Tara Williams Fortune and Diane J.Tedick1. One-Way, Two-Way and Indigenous Immersion: A Call for Cross-Fertilization - Tara Williams Fortune and Diane J. Tedick2. Dual Language in the Global Village - Fred GeneseeSection I: Evolving Perspectives on Immersion Pedagogy3. Paying Attention to Language: Literacy, Language, and AcademicAchievement - Myriam Met4. Integrated Language and Content Teaching: Insights from the Language Immersion Classroom - Tara Williams Fortune, Diane J. Tedick and Constance L. Walker5. Diversity Up Close: Building Alternative Discourses in the Two-way Immersion Classroom - Deborah K. PalmerSection II: Evolving Perspectives on Language Development in Immersion Classrooms6. Lexical Learning Through a Multitask Activity: The Role of Repetition - Merrill Swain and Sharon Lapkin7. Instructional Counterbalance in Immersion Pedagogy - Roy Lyster and Hirohide Mori8. Teacher Strategies for Second Language Production in Immersion Kindergarten in Finland - Margareta SodergardSection III: Evolving Perspectives on Social Context and its Impact on Immersion Programs9. Language Development and Academic Achievement in Two-Way Immersion Programs - Kathryn Lindholm-Leary and Elizabeth R. Howard10. Developing a Critical Awareness of Language Diversity in Immersion - Diane Dagenais11. Restoring Aboriginal Languages: Immersion and Intensive Language Program Models in Canada - Merle Richards and Barbara Burnaby12. Late Immersion in Hong Kong: Still Stressed or Making Progress? - Philip Hoare and Stella KongSynthesis Chapter for the Volume13. Concluding Thoughts: Does the Immersion Pathway Lead to Multilingualism? - G. Richard Tucker and Deborah Dubiner

Author Biography:
Tara Williams Fortune, Immersion Projects Coordinator for CARLA, one of several language resource centersin the U.S., is engaged in the preparation and continuing education of language immersion professionals. Herresearch examines the dynamics of language use and peer interaction in second language mediated learning.Diane J. Tedick is associate professor in Second Languages and Cultures Education at the University ofMinnesota. She is a language teacher educator for immersion and bilingual education, foreign language education,and ESL. Her research focuses on the pedagogy required for balancing language and content in instruction.