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Hyatt Minneapolis

Sixth International Conference on Immersion and Dual Language Education:

Connecting Research and Practice Across Contexts

October 20–22, 2016
Hyatt Regency Hotel
Minneapolis, MN
, USA

Immersion and dual language education continue to evolve as highly effective program models for launching students on the road to bi- and multilingualism and intercultural competence. School-based immersion, bilingual, and dual language programs involve a minimum of 50% subject-matter schooling through a second, world, heritage, or indigenous language at the preschool and elementary levels (PreK–5/6). Secondary or post-secondary continuation programs for elementary immersion/dual language graduates include a minimum of two subject courses.

Program models include:

  • One-Way Second/Foreign Language Immersion
    Serve primarily language-majority* students (e.g., English speakers in the U.S., Finnish speakers in Finland) who learn the curriculum through a second or foreign language such as Mandarin, Spanish, or Swedish. Examples include French immersion programs in Canada, Mandarin Chinese in the U.S., Swedish immersion in Finland, and English immersion in Japan.
    *We acknowledge that the terms "language-majority" and "language-minority" do not correspond well to all sociocultural contexts but have elected to use them for lack of better alternatives.
  • Co-Official/Regional Language Immersion
    Serve a mixed student population learning a regional (often minority autochthonous) language that may or may not have co-official status. Examples include Irish immersion in Ireland, Basque immersion in Spain, and Breton immersion in France.
  • Two-Way Bilingual Immersion
    Serve a combined student population of language-minority* (e.g., Spanish speakers) and language-majority (e.g., English speakers) students who learn the curriculum through both languages. Examples include Spanish-English programs in the U.S. and Russian-Estonian programs in Estonia.
    *We acknowledge that the terms "language-majority" and "language-minority" do not correspond well to all sociocultural contexts but have elected to use them for lack of better alternatives.
  • One-Way Developmental Bilingual Education
    Serve language-minority* students (e.g., Spanish speakers in the U.S.) or simultaneous bilinguals who learn the curriculum through the minority language and English. Examples include Spanish-English programs in the U.S.
    *We acknowledge that the terms "language-majority" and "language-minority" do not correspond well to all sociocultural contexts but have elected to use them for lack of better alternatives.
  • Indigenous Language Immersion
    Serve primarily students with Native/aboriginal heritage and strive to revitalize endangered indigenous languages and cultures. Students learn the curriculum through the indigenous language and also receive instruction in the majority language of the context (e.g., English). Examples include Hawaiian or Ojibwe immersion in the U.S. and Māori immersion in New Zealand.

While each model targets distinct sociocultural contexts and educational needs, all embrace language, literacy, and culture development through subject-matter learning with a high degree of language intensity. Under the leadership of the Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota, the Sixth International Conference on Immersion and Dual Language Education will bring these models together to engage in research-informed dialogue and professional exchange across languages, levels, learner audiences, and contexts.

 


Conference Speakers

  • Ellen Bialystok, York University, Toronto, Canada
  • Patricia C. Gándara, University of California – Los Angeles, USA
  • Tina M. Hickey, University College Dublin, Ireland
  • Patsy Lightbown, Concordia University, Montreal, Canada
  • Teresa L. McCarty, University of California – Los Angeles, USA


Invited Symposia

Authenticity of language and fidelity to culture in indigenous immersion programs
Brian McInnes & David Beaulieu, Organizers

Immersion for ALL: The suitability of immersion for at-risk learners
Fred Genesee, Organizer

Translanguaging pedagogies across contexts
Deborah Palmer & Susan Ballinger, Organizers

Educational innovations in immersion teacher preparation and development
T. J. Ó Ceallaigh, Organizer

Biliteracy development in immersion Education: Interdisciplinary perspectives and intersections
Mileidis Gort, Organizer

Social-semiotic and functional approaches to language and content integration in bilingual/multilingual education
Ana Llinares & Tom Morton, Organizers


CARLA Immersion and Dual Language Education Awards!

New!For the first time since CARLA began hosting this conference in 1995, we will recognize two individuals at the 2016 convocation, a teacher and a scholar, who have distinguished themselves within the international field of immersion and dual language education. Consider nominating a colleague and learn more about the award nomination process.


More Information

 

Conference Planning Committee

Conference Planning Committee Co-Chairs
   Diane J. Tedick, University of Minnesota
   Roy Lyster, McGill University

Conference Planning Committee Members 
   Siv Björklund, University of Vaasa
   Teresa Carranza, Madison Metropolitan School District
   Lisa Dorner, University of Missouri-Columbia
   Helga Fasciano, NC Department of Public Instruction
   Tara Fortune, University of Minnesota
   Liz Hathaway Castelán, Saint Paul Public Schools
   Xiao Liu, Delaware Department of Education
   Brian McInnes, University of Minnesota-Duluth 
   Mandy Menke, University of Minnesota
   Deborah Palmer, University of Texas-Austin
   Ping Peng, Minnetonka Public Schools
   Isabelle Punchard, Edina Public Schools
   Ofelia Wade, Utah State Office of Education

Conference Administrative Team
   Marlene Johnshoy, Technology Coordinator
   Liz Hellebuyck, Program Associate
   Karin Larson, CARLA Coordinator
   Erin Szabo, Graduate Assistant

Conference Sponsors
The conference is sponsored by the Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota with partial funding from the U.S. Department of Education's Title VI Language Resource Center program.

 

RESEARCH AND PROGRAMS

Articulation of Language Instruction
Assessment of Second Language
Content-Based Language Instruction
Culture and Language Learning
Immersion Education
Learner Language
Less Commonly Taught Languages
Maximizing Study Abroad
Pragmatics/Speech Acts
Strategies for Language Learning
Technology and Language Learning
PROFESSIONAL DEVELOPMENT

Summer Institutes
Conferences
Presentations, Workshops, and Events
Advanced Practices Certificate

ABOUT CARLA

Mission
CARLA Update Newsletter
CARLA Staff and Faculty
Get on the Mailing List
RESOURCES

CARLA Publications
CARLA Bibliography
Content-Based Lessons/Units
LCTL Database
Learner Language Activities
Immersion Education Archives
Pragmatics Bibliography
Proficiency Handbook/Lessons
Spanish Grammar Strategies
Virtual Assessment Center
Virtual Item Bank

LRC Portal
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Last Modified: May 26, 2016 at 15:37