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

Roswita Dressler

doi:10.3138/cmlr.3407

journal article Feb 01, 2018

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

Roswita Dressler

The Canadian Modern Language Review Vol. 74 No. 1 pp. 176-A-8 · University of Toronto Press Inc. (UTPress)

View at Publisher Save 10.3138/cmlr.3407

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).

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Details

Published: Feb 01, 2018
Vol/Issue: 74(1)
Pages: 176-A-8

Authors

R

Roswita Dressler

Cite This Article

Roswita Dressler (2018). Canadian Bilingual Program Teachers’ Understanding of Immersion Pedagogy: A Nexus Analysis of an Early Years Classroom. The Canadian Modern Language Review, 74(1), 176-A-8. https://doi.org/10.3138/cmlr.3407

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

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