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Archived Content from Conference Held in October 2012

Immersion 2012: Bridging Contexts for a Multilingual World


Conference Sessions
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Friday, October 19, 2012
Symposium

Friday, 1:45 pm
Capitol Ballroom
Debating the Role of L1/Majority Language in Immersion Education
Diane Tedick, University of Minnesota
Susan Ballinger, McGill University
Katarina Edmonds, Independent Consultant
Stella Kong, Hong Kong Institute of Education
Deb Palmer, University of Texas - Austin
Tauwehe Tamati, University of Auckland
Miles Turnbull, University of Prince Edward Island

Recently some scholars and practitioners have begun to question the practice of adhering to separation of languages in immersion teaching and learning. Representing one-way, two-way and indigenous immersion contexts, symposium participants will offer research-based perspectives and engage in a debate on the topic of L1/majority language use in immersion.

Symposium

Friday, 1:45 pm
Governors I
Classroom-Based Research on Literacy and Numeracy in Canadian French Immersion Programs
Karla Culligan, Second Language Research Institute of Canada, University of New Brunswick
Renee Bourgoin, Second Language Research Institute of Canada, University of New Brunswick
Josee Le Bouthillier, Second Language Research Institute of Canada, University of New Brunswick

This symposium will feature three Canadian French immersion classroom-based research projects conducted by doctoral students from the Second Language Research Institute of Canada. It will focus on bridging research and practice. A number of common themes, such as classroom implications, exemplary teaching practices, and student learning will also be addressed.

Presentation Slides (PDF)

Symposium

Friday, 1:45 pm
State I
Manifestations of Immersion Language Teaching: Conceptual and Multiple Language Competence
Siv Bjorklund, University of Vaasa
Niina Nissila, University of Vaasa

This symposium presents results from two ongoing immersion research projects at the Centre for Immersion and Multilingualism. Both projects involve studies that explore an important immersion teaching principle; i.e., teaching content in an immersion language. This research field is vitally important for the evaluation of academic achievement among students.

 

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