One of the priorities at CARLA has been to support immersion education through ongoing research and the development of a sustainable national network of immersion educators dedicated to exchanging information, research findings, and resources.
Professional Development & Outreach
ACIE strives to promote communication among immersion educators,and others interested in immersion education. See the newsletter archives for free online access to past newsletter articles.must-see video on the role language immersion programs can play in addressing Minnesota’s achievement gap and preparing its children to compete in the global economy.
CARLA hosted the Sixth International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts on October 20–22, 2016. Check out the conference archives to see videos featuring several of the plenarists and symposia from this successful conference.
chapter written by Tara Williams Fortune outlines key findings for both advantages and challenges of immersion education. It is included in the Asia Society publication Chinese Language Learning in the Early Grades.
CARLA-MAIN website that offers research and practitioner perspectives on key concerns of language immersion programming including teacher recruitment/hiring/retention, professional development and much more.
"Just Passing Through: Designing Model Membranes" and created an expanded multidisciplinary unit of study that introduces a new framework for integrating, differentiating, and assessing immersion language development. "Struggling Learners & Language Immersion Education" provides dual language and immersion educators with rich information and practical resources that address common concerns with children who struggle with language, literacy and learning. A companion website lists print and web-based resources that address immersion educators’ top questions about struggling immersion learners. There is also a section of the Immersion Bibliographies on struggling learners. Immersion Teaching Strategies Observation Checklist was initially developed in 2000 during a CARLA summer institute facilitated by Tara Fortune at the University of Minnesota. "Effective Immersion Pedagogy" institute participants included immersion researchers, teachers, curriculum specialists, and administrators. This collaborative institute by-product was intended to support pre-service and practicing teachers with their ongoing professional development goals. It can be also used to inform and focus classroom observation for program leaders. In 2014, Tara Fortune revised the checklist to include recent research findings and practitioner feedback.