Pathways to Multilingualism
Evolving Perspectives on Immersion Education
Tara Williams Fortune, Diane J. Tedick
- Paperback - 312 pages
- 11 Jan 2008
- Multilingual Matters
- 210 x 148 (A5)
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.
An edited collection of the most recent research on immersion education, the contributors to this exciting work are among the foremost writers and researchers in the area. This book greatly expands our knowledge of the entire area of immersion education.
Vera Regan, University College Dublin, in SSLA, August 2008
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.
Professor Siv Björklund, 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.
Dr Michele de Courcy, University of Melbourne, Australia
Pathways to Multilingualism invokes powerful images - of diverse language communities with distinct sociolinguistic backgrounds, varied routes that teachers and program models can take, different approaches to research - all with the common goal of expanding understanding of immersion education. Essential reading for all interested in classroom and research-based perspectives on immersion education.
Professor Ann Snow, California State University, Los Angeles
This book is appropriate for a wide array of readers. Several chapters outline the history, core features, terminology, and issues related to the various dual language education models, and these will serve as a good introduction for newcomers to immersion education. However, the book also contains enough new research to interest readers who are already well-versed in the topic. The contributions are likewise relevant to both researchers and practitioners, as their focus ranges from classroom discourse analysis to pedagogical strategies and teaching tips. Moreover, the writing is uniformly clear and accessible.
Susan Ballinger, McGill University, The Canadian Modern Language Review/La Revue canadienne des langues vivantes,
66, 3 (March/mars), 465–478
Tara Williams Fortune, Immersion Projects Coordinator for CARLA, one of several language resource centers in the U.S., is engaged in the preparation and continuing education of language immersion professionals. Her research 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 of Minnesota. 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.
Postgraduate Research / Professional